The Silent Understanding of the Mind: the Deaf Child.
... Research on deaf children (Courtin & Melot, 1998;Peterson & Siegal, 1997Peterson, Wellman, & Liu, 2005;Woolfe, Want, & Siegal, 2002) showed that the performance of native signers in first-order false belief reasoning was better that late signers and similar to that of hearing children, while late signers, compared to hearing children and native signers, showed a delay in the same tasks (Peterson & Siegal, 1995. Most studies (Courtin, 2000;Courtin & Melot, 1998;de Villiers, 1997;de Villiers & de Villiers, 2000;Marchetti, Liverta-Sempio, & Lecciso, 2006) showed a delay also of oral deaf children when compared to hearing peers both in first-and second-order false belief reasoning (Courtin, 2000;Courtin & Melot, 1998;de Villiers, 1997;de Villiers & de Villiers, 2000;Marchetti et al., 2006) and in advanced ToM . Only one study (Peterson & Siegal, 1999) found similar performance comparing oral deaf children, native signers and hearing children in first-order false belief reasoning. ...
... Research on deaf children (Courtin & Melot, 1998;Peterson & Siegal, 1997Peterson, Wellman, & Liu, 2005;Woolfe, Want, & Siegal, 2002) showed that the performance of native signers in first-order false belief reasoning was better that late signers and similar to that of hearing children, while late signers, compared to hearing children and native signers, showed a delay in the same tasks (Peterson & Siegal, 1995. Most studies (Courtin, 2000;Courtin & Melot, 1998;de Villiers, 1997;de Villiers & de Villiers, 2000;Marchetti, Liverta-Sempio, & Lecciso, 2006) showed a delay also of oral deaf children when compared to hearing peers both in first-and second-order false belief reasoning (Courtin, 2000;Courtin & Melot, 1998;de Villiers, 1997;de Villiers & de Villiers, 2000;Marchetti et al., 2006) and in advanced ToM . Only one study (Peterson & Siegal, 1999) found similar performance comparing oral deaf children, native signers and hearing children in first-order false belief reasoning. ...
... These results expanded the evidence available on deaf children (Courtin, 2000;Courtin & Melot, 1998;de Villiers, 1997;de Villiers & de Villiers, 2000;Marchetti et al., 2006) and confirmed results from the single study on deaf adults (Hao et al., 2010). Mainly, our results showed that the difficulties of oral deaf adults and late signers in the social-cognitive component of ToM persist also during adulthood and pertain both standard/basic and advanced ToM level. ...
Theory of Mind (ToM) studies on deafness are focused on childhood. Few studies have analyzed ToM on deaf adults. The present research compared three groups of deaf adults (native signers, late signers, oral deaf) to a hearing-paired group in two ToM tasks and analyzed the role of verbal ability and interpersonal experiences from early years to predict ToM performances. Participants were 15 native signers, 15 late signers, 17 oral deaf and 15 hearing (M = 22 years-1 month; SD = 1 month) who were administered the verbal scale of Wechsler Intelligence Scale - Revised (WAIS-R), Look Prediction, and Strange Stories. The ANOVA showed differences among the four groups in both ToM tasks with late signers showing the worst performances compared to the other groups. HRAs emphasized the role of verbal ability and interpersonal experiences from early years to predict advanced ToM ability in adulthood.
... Research on deaf children [19][20][21][22][23] showed that the performance of native signers in first-order false belief reasoning was better that late signers and similar to that of hearing children, while late signers, compared to hearing children and native signers, showed a delay in the same tasks. [24,21] Most studies [25,19,26,6,18,27] showed a delay also of oral deaf children when compared to hearing peers both in first-and second-order false belief reasoning [25,19,26,6,18,27] and in advanced ToM. [18] Only one study [21] found similar performance comparing oral deaf children, native signers and hearing children in first-order false belief reasoning. According to these studies, the results found in late signers and oral deaf children are related to their communicative ability and, in particular, on language complementation, [28,6,29] general language ability including knowledge of vocabulary on mental states (i.e., thinking, knowing, believing), [30] and the conversational deprivation in the family context. ...
... Research on deaf children [19][20][21][22][23] showed that the performance of native signers in first-order false belief reasoning was better that late signers and similar to that of hearing children, while late signers, compared to hearing children and native signers, showed a delay in the same tasks. [24,21] Most studies [25,19,26,6,18,27] showed a delay also of oral deaf children when compared to hearing peers both in first-and second-order false belief reasoning [25,19,26,6,18,27] and in advanced ToM. [18] Only one study [21] found similar performance comparing oral deaf children, native signers and hearing children in first-order false belief reasoning. According to these studies, the results found in late signers and oral deaf children are related to their communicative ability and, in particular, on language complementation, [28,6,29] general language ability including knowledge of vocabulary on mental states (i.e., thinking, knowing, believing), [30] and the conversational deprivation in the family context. ...
... These results expanded the evidence available on deaf children [25,19,26,6,18,27] and confirmed results from the single study on deaf adults. [31] Mainly, our results showed that the difficulties of oral deaf adults and late signers in the social-cognitive component of ToM persist also during adulthood and pertain both standard/basic and advanced ToM level. ...
Purpose: The present study analyzed the social-cognitive and social-perceptual components of Theory of Mind (ToM) comparing three groups of deaf adults to three matched hearing groups. The influence of verbal IQ was also investigated. Methods: The participants were 15 native signers, 15 late signers, 17 oral deaf adults paired by gender, age and mental age to 47 hearing adults. All participants completed the assessment of the two components of ToM and of the verbal IQ. Results: Late signers and oral deaf adults showed lower scores then hearing peers both in the social-perceptual and social-cognitive components of ToM. Native signers showed lower scores then hearing peers in the social-perceptual component. Verbal IQ was the predictor of the social-cognitive component for late signers and oral deaf adults, while it was not significant for the social-perceptual component. Conclusions: The findings yielded support for the two components of TOM and contributed to the extent of the existing literature on ToM in deafness.
... L'acquisizione di tale abilità riveste un ruolo cruciale in situazioni di normalità, ma anche (e forse potremmo dire soprattutto) in condizioni di rischio evolutivo e patologia (Liverta Sempio, Marchetti e Lecciso, 2005;Marchetti, Liverta Sempio e Lecciso, 2006), dal momento che essa costituisce un importante fattore di protezione per il bambino (Fonagy e Target, 2001), consentendogli di comprendere e di rispondere agli atteggiamenti, alle intenzioni, alle credenze, ai pensieri e ai sentimenti degli altri e rendendo di conseguenza i comportamenti altrui prevedibili e dotati di significato (Astington, 1999;Baron-Cohen, 1995). In tal senso, la Teoria della Mente consente di mettere in atto delle condotte adattive, appropriate alle diverse situazioni relazionali. ...
... Fifth, children's emotion understanding is related, not only to the quality of their psychological wellbeing (self-esteem, anger, behavioral problems, etc.) and their social relationships with peers and adults (friendship, popularity, cooperation, etc.) but also to their ability to resolve cognitive problems alone or in a group. Sixth, it is possible to help typical and challenged children to improve their emotion understanding via, for example, cognitive-behavioral programs, language-based interventions or philosophically based programs both in an experimental setting and at school (e.g., Marchetti et al., 2006;Gavazzi and Ornaghi, 2011;Nunez, 2011;Daniel and Gimenez-Dasi, 2012;Albanese and Molina, 2013;Andrés-Roqueta et al., 2013;Baron-Cohen et al., 2013;Molina et al., 2014;Harris et al., in press;Viana et al., submitted, for reviews and illustrations). ...
Children’s understanding of the nature, origins and consequences of emotions has been intensively investigated over the last 30–40 years. However, few empirical studies have looked at the relation between emotion understanding and anxiety in children and their results are mixed. The aim of the present study was to perform a preliminary investigation of the relationships between emotion understanding, anxiety, emotion dysregulation, and attachment security in clinically anxious children. A sample of 16 clinically anxious children (age 8–12, eight girls/boys) was assessed for emotion understanding (Test of Emotion Comprehension), anxiety (Screening for Child Anxiety Related Emotional Disorders-Revised and Anxiety Disorder Interview Schedule), emotion dysregulation (Difficulties in Emotion Regulation Scale) and attachment security (Security Scale). Children who reported more overall anxiety also reported greater difficulties in regulating their emotions, and were less securely attached to their parents. The results also showed that more specific symptoms of anxiety (i.e., OCD and PTSD) correlated not only with emotion dysregulation and attachment insecurity but also with emotion understanding. Finally, there were interrelations among emotion understanding, attachment security, and emotion dysregulation. The present results provide the first comprehensive evidence for a socio-emotional framework and its relevance to childhood anxiety.
... Inoltre, le grosse difficoltà di questi bambini nell'interazione sociale e nella comunicazione sono in parte da ricondurre alla loro incapacità di tenere in considerazione desideri, intenzioni, pensieri e credenze altrui. Sempre in questa direzione, sono stati condotti anche interessanti studi sui deficit di bambini non udenti nello sviluppo della teoria della mente Marchetti, Liverta Sempio e Lecciso, 2006). Tali ricerche confermano l'ipotesi conversazionale secondo la quale, affinché si sviluppi una teoria della mente nei bambini, stati mentali come desideri, intenzioni e credenze devono essere oggetto di conversazione e spiegazione durante l'interazione con gli altri (Siegal, 1997;2008). ...
The study assessed Theory of Mind (ToM) abilities in a group of oral deaf children and in their hearing mothers using a battery of ToM tasks. It also investigated the connection between mother and child in ToM performance. Participants were: 17 oral deaf children (aged 5 to 14 years) were paired by gender, age, and mental age with 17 hearing children; 17 hearing mothers of deaf children and 17 hearing mothers of hearing children. Compared to the hearing children, the deaf children faced difficulties in all ToM tests, and the hearing mothers of the deaf children were less capable than the mothers of the hearing children in all the ToM tests. Further, a specific ToM interaction model was found between the hearing mothers and the deaf children. The results confirmed ToM poor performance faced by the oral deaf children, showed the ToM level of hearing mothers of deaf children, and the ToM style of hearing mothers–deaf children dyads. Also, findings underline some educational implications related to the socio-relational origin of the ToM deficit in oral deaf children.
Questo scritto propone una riflessione critica sul ruolo del linguaggio nello sviluppo dell‟abilità di comprensione della mente, nel periodo che va dall‟infanzia all‟adolescenza. Particolare attenzione viene rivolta al lessico psicologico.
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