Differences in Established Joint Attention in Hearing‐Hearing and Hearing‐Deaf Mother‐Child Dyads: Associations With Social Competence, Settings, and Tasks

MacGowan, Taigan L.; Tasker, Susan L.

doi:10.1111/cdev.13474

Cited by 7 publications

(1 citation statement)

References 55 publications

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“…Another factor that could be important in terms of deaf children with CIs is the quality and quantity of joint attention between the child and caregiver [79]. For example, MacGowan et al [80] found that joint attention scores between hearing mothers and deaf children aged from 17 to 41 months (including deaf children with CIs) were positively related to the child's social competence as reported by the mother. Interestingly, this relationship was not observed in the hearing dyads.…”

Section: Tom Development In Deaf Children With Cismentioning

confidence: 99%

Theory of Mind Development in Deaf Children With Cochlear Implants: Literature Review

Krysztofiak¹,

Pluta²

2021

J Hear Sci

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Theory of mind (ToM) is the mental capacity that allows us to represent the mental states (beliefs, desires, emotions) of other people, infer them from situational cues, and predict their behavior. According to the standard view, the most important milestone in ToM development -the ability to pass the false belief test (FBT) -emerges around four years of age. FBT requires one to understand that the beliefs of others are independent from reality and from one's own beliefs, and that their behavior can be predicted by their mental states. Previous research has indicated that deaf and hard-of-hearing children born into hearing families (DoH) are at risk of delayed ToM development due to restricted social interactions. However, these findings are unclear for DoH children who receive cochlear implants (CIs) and whose hearing is partially restored. In this review, we summarize research on the development of ToM in DoH children with cochlear implants (CIs). We describe how language (vocabulary and syntax) influences ToM. Finally, we discuss the nature of social interactions that facilitate ToM development in children with typical hearing as well as in DoH children with CIs.

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Section: Tom Development In Deaf Children With Cismentioning

confidence: 99%

Theory of Mind Development in Deaf Children With Cochlear Implants: Literature Review

Krysztofiak¹,

Pluta²

2021

J Hear Sci

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Joint Attention in the Context of Hearing Loss: A Meta-Analysis and Narrative Synthesis

Lammertink

Hermans

Stevens³

et al. 2021

The Journal of Deaf Studies and Deaf Education

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Joint attention is important for children’s language development. We report two meta-analyses that demonstrate that the congruency in hearing status between parent and child affects the establishment and maintenance of joint attention. Dyads consisting of hearing parents and children with hearing loss, achieve fewer and briefer moments of joint attention in comparison to dyads of hearing parents and hearing children and dyads of deaf parents and deaf children. The theoretical and practical implications of these differences are discussed and placed in the context of two narrative syntheses. The first one focusing on parental strategies used to achieve and maintain moments of joint attention and the second one on the relation between joint attention and spoken language proficiency. We also expect that this review may serve as the start of quest towards a more detailed description (taxonomy) and operationalization of joint attention in the context of hearing loss.

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Co-viewing an Educational Video: A Pilot Study About Mother–DHH Child Interaction

Cambra

Silvestre

Losilla

2022

The Journal of Deaf Studies and Deaf Education

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This study analyzes the mother–child interaction that takes place after co-viewing an educational video, comparing a group of 12 Spanish hearing mothers of deaf or hard of hearing (DHH) 7- to 9-year-olds and a group of 12 Spanish mothers of an age-matched cohort of children with typical hearing (TH). The results show that, in order to ascertain what the children have understood from the video, the mothers of the DHH children ask significantly more questions than the mothers of children with TH. Regarding the strategies that they use to prompt their children to explain the video, the mothers of the DHH children make reference most of all to shared experiences and focus their attention on contents of the video, whereas the mothers of children with TH tend to encourage their children to begin or continue the explanation of the video. The age of the hearing mothers was not found to have any effect on these results.

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Differences in Established Joint Attention in Hearing‐Hearing and Hearing‐Deaf Mother‐Child Dyads: Associations With Social Competence, Settings, and Tasks

Cited by 7 publications

References 55 publications

Theory of Mind Development in Deaf Children With Cochlear Implants: Literature Review

Theory of Mind Development in Deaf Children With Cochlear Implants: Literature Review

Joint Attention in the Context of Hearing Loss: A Meta-Analysis and Narrative Synthesis

Co-viewing an Educational Video: A Pilot Study About Mother–DHH Child Interaction

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