Deafness, Thought Bubbles, and Theory-of-Mind Development

Autor/inn/en	Wellman, Henry M.; Peterson, Candida C.
Titel	Deafness, Thought Bubbles, and Theory-of-Mind Development
Quelle	In: Developmental Psychology, 49 (2013) 12, S.2357-2367 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0032419
Schlagwörter	Deafness; Theory of Mind; Cognitive Development; Beliefs; Children; Visual Aids; Intervention; Social Cognition; Comparative Analysis; Pretests Posttests; Training; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Kognitive Entwicklung; Belief; Glaube; Child; Kind; Kinder; Anschauungsmaterial; Soziale Kognition; Ausbildung; Ausland; Australien
Abstract	The processes and mechanisms of theory-of-mind development were examined via a training study of false-belief conceptions in deaf children of hearing parents (N = 43). In comparison to 2 different control conditions, training based on thought-bubble instruction about beliefs was linked with improved false-belief understanding as well as progress on a broader theory-of-mind scale. By combining intervention, microgenetic, and developmental scaling methods, the findings provide informative data about the nature and mechanisms of theory-of-mind change in deaf children, as well as an initial demonstration of a useful intervention for enhancing social cognition in deaf children of hearing parents. The methods and results also point to possible avenues for the study of conceptual change more generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01