Linguistic and cultural determinants of Theory of Mind development in deaf children
Keywords:
Theory of Mind, deafness, developmentAbstract
An overview of contemporary studies on the issue of theory of mind in deaf children is presented in the article. The author analyses conditions of developmental delays revealed by deaf children raised in hearing families. This delay is not, however, a simple consequence of deafness per se, but rather a result of interaction of deafness influence, and contextual linguistic and cultural variables. Child’s participation in conversations carried out using sign language, regarding mental states and processes, both at home and in school, seems to be crucial for the natural course of the development of false belief understanding. Practical implication ofReferences
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Bartsch, K. & Wellman, H. (1989). Young children attribution of action to beliefs and desirers. Child Development, 60, 946-964.
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Brownell, H., Griffin, R., Winner, E., Friedman, O. & Napp, H. (2000). Celebral lateralization and Theory of Mind. In S. Baron-Cohen, H. Tager-Flusberg & D. Cohen (Eds.), Understanding other minds: perspectives from developmental cognitive (pp. 306-333). Oxford: Oxford University Press.
Courtin, C. & Melot, A. (1998). Development of theories of mind in deaf children. In M. Marschark & M. D. Clark (Eds.), Psychological perspectives on deafness (pp. 79-102). Malwah, NJ: Erlbaum.
Czajkowska-Kisil, M. & Klimczewska, A. (2008). Rola języka migowego w kształtowaniu tożsamości Głuchych w Polsce. In E. Woźnicka (Ed.), Tożsamość społeczno-kulturowa głuchych. Łódź: Polski Związek Głuchych, Oddział Łódź.
DeVilliers, J. G. & DeVilliers, P. (2000). Linguistic determinism and the understanding of false belief. In P. Mitchell & K. Riggs (Eds.), Children’s reasoning and the mind (pp. 191-228). Hove, UK: Psychology Press.
Edmondson, P. (2006). Deaf children’s understanding of other people’s thought processes. Educational Psychology in Practice, 22, 159-169.
Falkman, K., Roos, C. & Hjelmquist, E. (2007). Mentalizing skills of non-native early signers: A longitudinal perspective. European Journal of Developmental Psychology, 4, 178-197.
Flavell, J. (1999). Cognitive development: Children’s knowledge about the mind. Annual Reviews of Psychology, 50, 21-45.
Flavell, J., Flavell, E. & Green, F. (1987). Young children’s knowledge about the apparent-real and pretend-real distinctions. Developmental Psychology, 23, 816-822.
Hofstede, G. (2000). Kultury i Organizacje. Zaprogramowanie umysłu. Warszawa: Polskie Wydawnictwo Ekonomiczne.
Gardfield, J., Peterson, C. & Perry, T. (2001). Social Cognition, Lang Acquisition and The Development of the Theory of Mind. Mind & Lang, 16(5), 494-541.
Geppertowa, L. (1968). Źródła trudności w przyswajaniu języka przez dzieci głuche. Warszawa: PWN.
Gopnik, A. & Meltzoff, A. N. (1997). Words, thoughts, and theories. Cambridge, Mass.: Bradford, MIT.
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Lohmann, H. & Tomasello, M. (2003). The role of lang in the development of false belief understanding: A training study. Child Development, 74, 1130-1144.
Lundy, J. E. B. (2002). Age and lang skills of deaf children in relation to theory of mind development. Journal of Deaf Studies and Deaf Education, 7, 41-56.
Marschark, M., Green, V., Hindmarsh, G. & Walker, S. (2000). Understanding theory of mind in children who are deaf. Journal of Child Psychology and Psychiatry, 41(8), 1067-1073.
Marschark, M. (1993). Psychological development of deaf children. New York: Oxford University Press.
McAlister, A. & Peterson, C. C. (2006). Mental playmates: Siblings, executive functioning and theory of mind. British Journal of Developmental Psychology, 24, 733-751.
Meristo, M., Falkman, K., Hjelmquist, E., Tedoldi, M., Surian, L. & Siegal, M. (2007). Lang access and theory of mind reasoning: Evidence from deaf children in bilingual and oral environments. Developmental Psychology, 43, 1156-1169.
Moeller, M. P. & Schick, B. (2006). Relations between maternal input and theory of mind understanding in deaf children. Child Development, 77, 751-766.
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Morgan, G. & Kegl, J. (2006). Nicaraguan sign lang and theory of mind: The issue of critical periods and abilities. Journal of Child Psychology and Psychiatry, 47, 811-819.
Perner, J. (1991). Understanding the representational mind. Bradford Book MIT Press.
Peterson, C. C. (2000). Kindred spirits: Influences of siblings’ perspectives on theory of mind. Cognitive Development, 15, 435-455.
Peterson, C. C. (2002). Drawing Insight from Pictures: The Development of Concepts of False Drawing and False Belief in Children with Deafness, Normal Hearing, and Autism. Child Development, 73(5), 1442-1459.
Peterson, C. C. (2004). Theory of mind development in oral deaf children with cochlear implants or conventional hearing aids. Journal of Child Psychology and Psychiatry, 45, 1096-1106.
Peterson, C. C. (2009). Development of social-cognitive and communication skills in children born deaf. Scandinavian Journal of Psychology, 50(5), 475-483.
Peterson, C. C. & Siegal, M. (1995). Deafness, conversation and theory of mind. Journal of Child Psychology and Psychiatry, 36, 459-474.
Peterson, C. C. & Siegal, M. (1999). Insight into Theory of Mind from Deafness and Autism. Mind and Lang, 15, 77-99.
Peterson, C. C. & Siegal, M. (2000). Insights into theory of mind from deafness and autism. Mind and Lang, 15, 123-145.
Peterson, C. C., Wellman, H. M. & Liu, D. (2005). Steps in Theory-of-mind Development for Children with Deafness. Child Development, 76, 502-517.
Peterson, C. C. & Wellman, H. M. (2009). From fancy to reason: Scaling deaf children’s theory of mind and pretence. British Journal of Developmental Psychology, 27, 297-310.
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Ruffman, T., Perner, J., Naito, M., Parkin, L. & Clements, W. A. (1998). Older (but not younger) siblings facilitate false belief understanding. Developmental Psychology, 34, 161-174.
Ruffman, T., Slade, L. & Crowe, E. (2002). The relation between children’s and mothers’ mental state lang and theory-of-mind understanding. Child Development, 73, 734-751.
Russell, P. A., Hosie, J. A., Gray, C. D., Scott, C., Hunter, N., Banks, J. S. & Macaulay, M. C. (1998). The development of theory of mind in deaf children. Journal of Child Psychology and Psychiatry, 39, 903-910.
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Wellman, H. M. & Bartsch, K. (1988). Young children’s reasoning about belief. Cognition, 30, 239-277.
Wellman, H. M. & Liu, D. (2004). Scaling of theory of mind tasks. Child Development, 75, 523-541.
Wellman, H. M., Fang, F., Liu, D., Zhu, L. & Liu, G. (2006). Scaling theory of mind understandings in Chinese children. Psychological Science, 17, 1075-1081.
Wimmer, H. & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of perception. Cognition, 13, 103-128.
Woolfe, T., Want, S. C. & Siegal, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73, 768-778.
Woolfe, T., Want, S. C. & Siegal, M. (2003). Siblings and theory of mind in deaf native signing children. Journal of Deaf Studies & Deaf Education, 8, 340-347.
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Bartsch, K. & Wellman, H. (1989). Young children attribution of action to beliefs and desirers. Child Development, 60, 946-964.
Białas, M. (2008). Kompetencja językowo-kulturowa a tożsamość narodowa niesłyszących. In E. Woźnicka (Ed.), Tożsamość społeczno-kulturowa głuchych. Łódź: Polski Związek Głuchych, Oddział Łódź.
Białecka-Pikul, M. (2002). Co dzieci wiedzą o umyśle i myśleniu - badania i opis dziecięcej reprezentacji stanów mentalnych. Kraków: Wyd. UJ.
Brownell, H., Griffin, R., Winner, E., Friedman, O. & Napp, H. (2000). Celebral lateralization and Theory of Mind. In S. Baron-Cohen, H. Tager-Flusberg & D. Cohen (Eds.), Understanding other minds: perspectives from developmental cognitive (pp. 306-333). Oxford: Oxford University Press.
Courtin, C. & Melot, A. (1998). Development of theories of mind in deaf children. In M. Marschark & M. D. Clark (Eds.), Psychological perspectives on deafness (pp. 79-102). Malwah, NJ: Erlbaum.
Czajkowska-Kisil, M. & Klimczewska, A. (2008). Rola języka migowego w kształtowaniu tożsamości Głuchych w Polsce. In E. Woźnicka (Ed.), Tożsamość społeczno-kulturowa głuchych. Łódź: Polski Związek Głuchych, Oddział Łódź.
DeVilliers, J. G. & DeVilliers, P. (2000). Linguistic determinism and the understanding of false belief. In P. Mitchell & K. Riggs (Eds.), Children’s reasoning and the mind (pp. 191-228). Hove, UK: Psychology Press.
Edmondson, P. (2006). Deaf children’s understanding of other people’s thought processes. Educational Psychology in Practice, 22, 159-169.
Falkman, K., Roos, C. & Hjelmquist, E. (2007). Mentalizing skills of non-native early signers: A longitudinal perspective. European Journal of Developmental Psychology, 4, 178-197.
Flavell, J. (1999). Cognitive development: Children’s knowledge about the mind. Annual Reviews of Psychology, 50, 21-45.
Flavell, J., Flavell, E. & Green, F. (1987). Young children’s knowledge about the apparent-real and pretend-real distinctions. Developmental Psychology, 23, 816-822.
Hofstede, G. (2000). Kultury i Organizacje. Zaprogramowanie umysłu. Warszawa: Polskie Wydawnictwo Ekonomiczne.
Gardfield, J., Peterson, C. & Perry, T. (2001). Social Cognition, Lang Acquisition and The Development of the Theory of Mind. Mind & Lang, 16(5), 494-541.
Geppertowa, L. (1968). Źródła trudności w przyswajaniu języka przez dzieci głuche. Warszawa: PWN.
Gopnik, A. & Meltzoff, A. N. (1997). Words, thoughts, and theories. Cambridge, Mass.: Bradford, MIT.
Gopnik, A. & Wellman, H. (1994). The “theory theory”. In L. Hirschfield & S. Gelman (Eds.), Domain specificity in culture and cognition. New York: Cambridge University Press.
Grabias, S. (1994). Język w zachowaniach społecznych. Lublin: UMCS.
Gray, C. & Hosie, J. (1996). Deafness, story understanding and theory of mind. Journal of Deaf Studies and Deaf Education, 1, 217-233.
Happé, F. (1995). The role of age and verbal ability in theory of mind task performance of subjects with autism. Child Development, 66, 843-855.
Harris, P. L. (1992). From simulation to folk psychology: the case for development. Mind Lang, 7, 120-144.
Harris, P. L. (2006). Social cognition. In D. Kuhn & R. Siegler (Eds.), Handbook of child psychology (pp. 811-858). New York: Wiley.
Lane, H. (1996). Maska dobroczynności. Deprecjacja społeczności głuchych. Warszawa: WSiP.
Leslie, A. M. (1987). Pretence and representation: the origins of “theory of mind”. Psychological Review, 94, 412-426.
Leslie, A. (1994). ToMM, ToBy, and Agency: core architecture and domain specificity. In L. Hirschfeld & S. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture. Cambridge: Cambridge University Press.
Leslie, A. & Happé, F. (1989). Autism and ostensive communication: The relevance of metarepresentation. Development and Psychopathology, 1, 205-212.
Lohmann, H. & Tomasello, M. (2003). The role of lang in the development of false belief understanding: A training study. Child Development, 74, 1130-1144.
Lundy, J. E. B. (2002). Age and lang skills of deaf children in relation to theory of mind development. Journal of Deaf Studies and Deaf Education, 7, 41-56.
Marschark, M., Green, V., Hindmarsh, G. & Walker, S. (2000). Understanding theory of mind in children who are deaf. Journal of Child Psychology and Psychiatry, 41(8), 1067-1073.
Marschark, M. (1993). Psychological development of deaf children. New York: Oxford University Press.
McAlister, A. & Peterson, C. C. (2006). Mental playmates: Siblings, executive functioning and theory of mind. British Journal of Developmental Psychology, 24, 733-751.
Meristo, M., Falkman, K., Hjelmquist, E., Tedoldi, M., Surian, L. & Siegal, M. (2007). Lang access and theory of mind reasoning: Evidence from deaf children in bilingual and oral environments. Developmental Psychology, 43, 1156-1169.
Moeller, M. P. & Schick, B. (2006). Relations between maternal input and theory of mind understanding in deaf children. Child Development, 77, 751-766.
Moeller, M. P. (2002). Mothers’ mental state input and theory of mind understanding in deaf and hearing children (January 1, 2002). ETD collection for University of Nebraska - Lincoln. Paper AAI3059958. http://digitalcommons.unl.edu/dissertations/AAI3059958 (15.08.2012).
Morgan, G. & Kegl, J. (2006). Nicaraguan sign lang and theory of mind: The issue of critical periods and abilities. Journal of Child Psychology and Psychiatry, 47, 811-819.
Perner, J. (1991). Understanding the representational mind. Bradford Book MIT Press.
Peterson, C. C. (2000). Kindred spirits: Influences of siblings’ perspectives on theory of mind. Cognitive Development, 15, 435-455.
Peterson, C. C. (2002). Drawing Insight from Pictures: The Development of Concepts of False Drawing and False Belief in Children with Deafness, Normal Hearing, and Autism. Child Development, 73(5), 1442-1459.
Peterson, C. C. (2004). Theory of mind development in oral deaf children with cochlear implants or conventional hearing aids. Journal of Child Psychology and Psychiatry, 45, 1096-1106.
Peterson, C. C. (2009). Development of social-cognitive and communication skills in children born deaf. Scandinavian Journal of Psychology, 50(5), 475-483.
Peterson, C. C. & Siegal, M. (1995). Deafness, conversation and theory of mind. Journal of Child Psychology and Psychiatry, 36, 459-474.
Peterson, C. C. & Siegal, M. (1999). Insight into Theory of Mind from Deafness and Autism. Mind and Lang, 15, 77-99.
Peterson, C. C. & Siegal, M. (2000). Insights into theory of mind from deafness and autism. Mind and Lang, 15, 123-145.
Peterson, C. C., Wellman, H. M. & Liu, D. (2005). Steps in Theory-of-mind Development for Children with Deafness. Child Development, 76, 502-517.
Peterson, C. C. & Wellman, H. M. (2009). From fancy to reason: Scaling deaf children’s theory of mind and pretence. British Journal of Developmental Psychology, 27, 297-310.
Premack, D. & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 4, 515-526.
Premack, D. (1990). Do infants have a theory of self-propelled objects? Cognition, 36, 1-16.
Remmel, E., Bettger, J. G. & Weinberg, A. M. (2001). Theory of mind development in deaf children. In M. D. Clark, M. Marschark & M. Karchmer (Eds.), Context, cognition, and deafness (pp. 113-134). Washington, DC: Gallaudet University Press.
Remmel, E. & Peters, K. (2009). Theory of Mind and Lang in Children With Cochlear Implants. Journal of Deaf Studies and Deaf Education, 14(2), 218-236.
Ruffman, T., Perner, J., Naito, M., Parkin, L. & Clements, W. A. (1998). Older (but not younger) siblings facilitate false belief understanding. Developmental Psychology, 34, 161-174.
Ruffman, T., Slade, L. & Crowe, E. (2002). The relation between children’s and mothers’ mental state lang and theory-of-mind understanding. Child Development, 73, 734-751.
Russell, P. A., Hosie, J. A., Gray, C. D., Scott, C., Hunter, N., Banks, J. S. & Macaulay, M. C. (1998). The development of theory of mind in deaf children. Journal of Child Psychology and Psychiatry, 39, 903-910.
Sacks, O. (1998). Zobaczyć głos: Podróż do świata ciszy. Poznań: Zysk i Ska.
Schick, B., DeVilliers, P., DeVilliers, J. & Hoffmeister, R. (2007). Lang and theory of mind: A study of deaf children. Child Development, 78, 376-396.
Siegal, M. & Peterson, C. C. (2008). Lang and theory of mind in atypically developing children: Evidence from deafness, blindness and autism. In C. Sharp, P. Fonagy & I. Goodyear (Eds.), Social cognition and developmental psychopathology (pp. 81-112). Oxford: Oxford University Press.
Slaughter, V., Peterson, C. C. & MacIntosh, E. (2007). Mind what mother says. Child Development, 78, 839-858.
Steeds, L., Rowe, K. & Dowker, A. (1997). Deaf children’s understandings of belief and desires. Journal of Deaf Studies and Deaf Education, 2, 185-195.
Sullivan, H. & Winner, E. (1991). When 3-year-olds understand ignorance, false belief and representational change. British Journal of Developmental Psychology, 9(1), 159-171.
Świdziński, M. (2005). Języki migowe. In T. Gałkowski, E. Szeląg & G. Jastrzębowska (Eds.), Podstawy neurologopedii (pp. 679-692). Opole: Uniwersytet Opolski.
Tomaszewski, P. (1999). Depatologizacja głuchoty: Droga do dwujęzyczności i dwukulturowości w wychowaniu dziecka głuchego. In R. Ossowski (Ed.), Kształcenie specjalne i integracyjne. Materiały z konferencji, Kościelisko, 11-13 marca 1999. Warszawa: MEN.
Tomaszewski, P. (2008). Co z mową głośną w wychowaniu dwujęzycznym dziecka głuchego? In J. Porayski-Pomsta (Ed.), Diagnoza i terapia w logopedii (pp. 37-56). Warszawa: Dom Wydawniczy ELIPSA.
Tomaszewski, P. & Rosik, P. (2002). Czy Polski Język Migowy jest prawdziwym językiem? In Z. Tarkowski & G. Jastrzębowska (Eds.), Człowiek wobec ograniczeń. Niepełnosprawność, komunikacja, terapia, (pp. 133−165). Lublin.
Tomaszewski, P. & Bandurski, M. (2007). Rozwój językowy i poznawczy dzieci głuchych a strategie wychowawcze ich rodziców. In E. Pisula & D. Danielewicz (Eds.), Rodzina z dzieckiem z niepełnosprawnością. Gdańsk: Wyd. Harmonia.
Tomasello, M. (1999). Kulturowe źródła ludzkiego poznawania. Warszawa: Państwowy Instytut Wydawniczy.
Vaccari, C. & Marschark, M. (1997). Communication between parents and deaf children: Implications for social-emotional development. Journal of Child Psychology and Psychiatry, 38, 793-801.
Wawrzyniak-Chrzanowska, B. (2008). Świat pełen znaczeń - osoby niesłyszące jako twórcy i odbiorcy przekazów kulturowych. In E. Woźnicka (Ed.), Tożsamość społeczno-kulturowa głuchych. Łódź: Polski Związek Głuchych, Oddział Łódź.
Wygotski, L. (1971). Wybrane prace psychologiczne. Warszawa: PWN.
Wellman, H. M. & Bartsch, K. (1988). Young children’s reasoning about belief. Cognition, 30, 239-277.
Wellman, H. M. & Liu, D. (2004). Scaling of theory of mind tasks. Child Development, 75, 523-541.
Wellman, H. M., Fang, F., Liu, D., Zhu, L. & Liu, G. (2006). Scaling theory of mind understandings in Chinese children. Psychological Science, 17, 1075-1081.
Wimmer, H. & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of perception. Cognition, 13, 103-128.
Woolfe, T., Want, S. C. & Siegal, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73, 768-778.
Woolfe, T., Want, S. C. & Siegal, M. (2003). Siblings and theory of mind in deaf native signing children. Journal of Deaf Studies & Deaf Education, 8, 340-347.
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Published
2012-12-01
How to Cite
Kossewska, J. (2012). Linguistic and cultural determinants of Theory of Mind development in deaf children. Annales Universitatis Paedagogicae Cracoviensis Studia Psychologica, 5(1), 67–84. Retrieved from https://studia-psychologica.uken.krakow.pl/article/view/5580
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