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Development of social-cognitive and communication skills in children born deaf
Article first published online: 24 SEP 2009
DOI: 10.1111/j.1467-9450.2009.00750.x
© 2009 The Authors. Journal compilation © 2009 The Scandinavian Psychological Associations
Issue
Scandinavian Journal of Psychology
Special Issue: Special Issue devoted to “Cognitive Hearing Science: the view from hearing impairment and deafness”
Volume 50, Issue 5, pages 475–483, October 2009
Additional Information
How to Cite
PETERSON, C. C. (2009), Development of social-cognitive and communication skills in children born deaf. Scandinavian Journal of Psychology, 50: 475–483. doi: 10.1111/j.1467-9450.2009.00750.x
Publication History
- Issue published online: 24 SEP 2009
- Article first published online: 24 SEP 2009
- Received 10 May 2009, accepted 12 May 2009
- Abstract
- Article
- References
- Cited By
Keywords:
- Deafness;
- social cognition;
- theory of mind;
- children;
- longitudinal study
Central to the interface of social-cognitive and communicative development is the growth of a theory of mind (ToM). ToM is mastered by most hearing children and deaf children of signing deaf parents by the age of 5 or 6 but is often seriously delayed in deaf children of hearing parents. This paper reviews recently published research on deaf children’s ToM development and presents an original study consisting of eight longitudinal case histories that collectively map late-signing deaf children’s ToM performance from 44 to 158 months of age. While five tentative conclusions can be posited from the collective research so far, further investigation of each of these possibilities is clearly needed.