Writing in Role: Developing Theory of Mind in the Written Language of Deaf Children

Chilton, Helen; Mayer, Connie; McCracken, Wendy

doi:10.1353/aad.2019.0029

Cited by 2 publications

(2 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, Wellman and Peterson (2013 ) showed that training based on thought bubbles improved ToM abilities in DoH children. Other studies found that ToM can be scaffolded with explicit instruction ( Stanzione & Schick, 2014 ), writing ( Chilton et al., 2019a , 2019b ) or through using fiction books to explore the topics of thoughts and feelings ( Chilton & Beazley, 2018 ). However, this issue was not tested directly in our study as we did not control for the quantity and quality of caregiver talk directed at children.…”

Section: Discussionmentioning

confidence: 99%

False Belief Understanding in Deaf Children With Cochlear Implants

Pluta

Krysztofiak

Zgoda

et al. 2021

The Journal of Deaf Studies and Deaf Education

View full text Add to dashboard Cite

Theory of mind (ToM) is crucial for social interactions. Previous research has indicated that deaf and hard-of-hearing children born into hearing families (DoH) are at risk of delayed ToM development. However, it is unclear whether this is the case for DoH children who receive cochlear implants (CIs) before and around the second year of life. The present study aimed to investigate false belief understanding (FBU) in DoH children with CIs. The relationships between false belief task (FBT) performance, sentence comprehension, age at implantation, duration of CI use, and Speech Recognition Threshold were explored. A total of 94 children with typical levels of hearing (TH) and 45 DoH children (age range: 3–8), who received their first CI between 6 and 27 months of age, were tested on the FBT and a sentence comprehension test. Results showed that 4- and 5-year-old children with CIs performed significantly worse than their peers with TH on the FBT; 6- to 8-year-old children with CIs performed similarly to age-matched children with TH. Age at implantation and duration of CI use were correlated with sentence comprehension but not with the FBT. The results indicated that FBU was delayed until the age of 6 years in most of children with CIs.

show abstract

Section: Discussionmentioning

confidence: 99%

False Belief Understanding in Deaf Children With Cochlear Implants

Pluta

Krysztofiak

Zgoda

et al. 2021

The Journal of Deaf Studies and Deaf Education

View full text Add to dashboard Cite

show abstract

“…La mayoría de las investigaciones sobre el análisis de las competencias narrativas se ha enfocado en personas monolingües (Chilton et al, 2019;Gutiérrez-Cáceres, 2014;Lonigro et al, 2018), existiendo muy pocos estudios que aborden este tema en sujetos bilingües que utilizan dos sistemas lingüísticos: L1 -Primera Lengua y L2 -Segunda Lengua. Cummins (2002) plantea la existencia en niños bilingües de una función cognitiva común que favorece la transferencia de la competencia en L1 a la L2.…”

Section: Introductionunclassified

Competencias narrativas de alumnos sordos y oyentes en contextos bilingües de España e Italia

Gutiérrez-Cáceres

Teruggi

2022

Ocnos

View full text Add to dashboard Cite

El objetivo principal del estudio es analizar las competencias narrativas de alumnos sordos y oyentes escolarizados en contextos bilingües de España e Italia. Para ello, se ha adoptado un enfoque metodológico descriptivo donde la muestra se obtuvo de manera incidental en base a los criterios: modelo bilingüe y enfoque de enseñanza. En la obtención de datos se pidió al alumnado que escribiera un texto tras la visualización de la secuencia “Frog, ¿where are you?”. Posteriormente, se procedió al análisis de los textos escritos a partir de un modelo elaborado integrando las aportaciones de varios autores. Los resultados indican que los alumnos sordos y oyentes procedentes del contexto italiano, en comparación con los alumnos españoles, escriben textos con una mayor longitud y complejidad sintáctica y utilizan con mayor frecuencia los dispositivos de valoración. Además, no existen diferencias significativas entre alumnos sordos y oyentes de Italia, en el uso de las proposiciones subordinadas y de los dispositivos de valoración relacionados con los estados internos-mentales. Así, el desarrollo de las competencias narrativas en alumnos oyentes y sordos puede ser atribuida a las propuestas didácticas implementadas en el contexto escolar italiano y caracterizadas por el enfoque pragmático de la escritura centrado en la textualidad.

show abstract

Writing in Role: Developing Theory of Mind in the Written Language of Deaf Children

Cited by 2 publications

References 42 publications

False Belief Understanding in Deaf Children With Cochlear Implants

False Belief Understanding in Deaf Children With Cochlear Implants

Competencias narrativas de alumnos sordos y oyentes en contextos bilingües de España e Italia

Contact Info

Product

Resources

About