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Smogorzewska J, Szumski G, Bosacki S, Grygiel P, Osterhaus C. Longitudinal relations between theory of mind and academic achievement among deaf and hard-of-hearing school-aged children. J Exp Child Psychol 2024; 239:105806. [PMID: 37967482 DOI: 10.1016/j.jecp.2023.105806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 10/12/2023] [Accepted: 10/15/2023] [Indexed: 11/17/2023]
Abstract
This 2-year longitudinal study investigated the bidirectional relations between the development of theory of mind (ToM) and academic competences in a sample of 270 deaf and hard-of-hearing (DHH) children (Mage at Wave 1 = 7.52 years, SD = 0.99; 58.5% boys and 41.5% girls). Across three waves (10 months apart), children were assessed for their ToM abilities, using the ToM scale and a second-order false belief task, as well as for their language and mathematics skills. Cross-lagged correlational analysis revealed significant bidirectional associations between ToM and academic achievement (language and mathematics). That is, ToM predicted academic achievement with similar strength as ToM development itself was predicted by academic achievement. Our results highlight the bidirectional nature of the association between ToM and academic achievement, and they show that ToM development plays a crucial role in DHH children's school functioning.
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Affiliation(s)
| | - Grzegorz Szumski
- Faculty of Education, University of Warsaw, 00-561 Warsaw, Poland
| | - Sandra Bosacki
- Faculty of Education, Brock University, St. Catharines, Ontario L2S 3A1, Canada
| | - Paweł Grygiel
- Faculty of Philosophy, Jagiellonian University, 31-007 Cracow, Poland
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Langer EC, Crume PK. Classroom Discourse: What Is Conveyed Through Educational Interpretation. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2023; 29:40-59. [PMID: 37516452 DOI: 10.1093/deafed/enad021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Revised: 06/13/2023] [Accepted: 06/16/2023] [Indexed: 07/31/2023]
Abstract
When a deaf or hard-of-hearing child enters a classroom with an interpreter, the goal, and sometimes the assumption, is that they will be granted full access to the classroom experience. This study focuses on the clarity and completeness with which critical elements of classroom discourse are conveyed through the interpretations of 40 educational interpreters. Elements studied include conveyance of main ideas, directions for assignments, relevance strategies, orienting commentary, participation solicitation, mental state reference, and semantic organization. The interpretations clearly and completely conveyed approximately one-third to two-thirds of the information (M = 48.6%) related to these elements of classroom discourse. Frequent omissions and alterations rendered large parts of the message markedly different. Results suggest a need to improve training of educational interpreters, increase communication between teachers and interpreters, provide students supplementary services, and heighten awareness that the interpretation process is fallible in ways that can impact access to classroom discourse.
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Affiliation(s)
- Elizabeth C Langer
- Department of Speech, Language, & Hearing Sciences Crume, University of Colorado-Boulder, USA
| | - Peter K Crume
- Department of Learning Science, Georgia State University, USA
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Smogorzewska J, Szumski G, Bosacki S, Grygiel P. Just listen to your mind: Consequences of theory of mind development for deaf or hard-of-hearing children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 127:104261. [PMID: 35623207 DOI: 10.1016/j.ridd.2022.104261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2021] [Revised: 04/29/2022] [Accepted: 05/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Previous research reveals relations between theory of mind (ToM) and cognitive outcomes, but mostly among typically developing children. AIM To study these relations in children with developmental difficulties, this longitudinal study investigated the cognitive consequences of ToM in deaf or hard-of-hearing (DHH) children. METHODS AND PROCEDURES One hundred and thirty-four (X = 9.2 years) participants were assessed in three waves, i.e., one wave every ten months. The participants completed the ToM scale, language and literacy skills (LLS) tests, the academic self-concept in language (ASC-L) questionnaire, and the sensitivity to criticism measure. OUTCOMES AND RESULTS The results revealed that high levels of children's ToM ability predicted higher levels of LLS 20 months later. Mediators of this association were sensitivity to criticism and ASC-L. Controlling for LLS at T1, ASC-L at T2 mediated the relations between ToM and LLS at T3. Moreover, sensitivity to criticism predicted ASC-L, and sensitivity to criticism and ASC-L mediated the relation between ToM and LLS at T3. That is, children who were sensitive to criticism and held positive views of their academic self were also better skilled in ToM and in LLS. CONCLUSIONS AND IMPLICATIONS Our results can help improve the education of DHH students.
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Affiliation(s)
- Joanna Smogorzewska
- University of Warsaw, Faculty of Education, Mokotowska 16/20, 00-561 Warsaw, Poland.
| | - Grzegorz Szumski
- University of Warsaw, Faculty of Education, Mokotowska 16/20, 00-561 Warsaw, Poland.
| | - Sandra Bosacki
- Brock University, Faculty of Education, 1812 Sir Isaac Brock Way, St. Catharines, ON, Canada.
| | - Paweł Grygiel
- Jagiellonian University, Faculty of Philosophy, Golebia 24, 31-007 Cracow, Poland.
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Durrleman S, Dumont A, Delage H. Syntactic Strategy Training for Theory of Mind in Deaf Children. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2021; 27:89-100. [PMID: 34864900 DOI: 10.1093/deafed/enab034] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Revised: 09/14/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
Children who are deaf or hard of hearing (DHH) show delays in Theory of Mind (ToM) development. Complement sentences such as "Eliane says that Santa Clause exists" influence ToM performance. Can a training program targeting sentential complements enhance ToM? Twenty-one French-speaking DHH children (Mage = 8 years 11 months) with delays in ToM and sentential complements completed a first series of tests (T0). Children were tested again to control for maturation effects (T1), after which they were included in a 6- to 8-week training program targeting complements with verbs of communication. Post-training tests (T2) assessed if the training yielded improvements on complements (direct effect) and ToM (transfer effect). While no gains were noted in the absence of training (at T1), results indicate post-training (T2) improvements in complements and ToM tasks, suggesting that the acquisition of sentential complements provides a tool to represent subjective truths and boosts ToM reasoning in DDH children.
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Affiliation(s)
- Stephanie Durrleman
- Department Medicine, Faculty of Science and Medicine, University of Fribourg, Switzerland
- Department of Linguistics, Faculty of Letters, University of Geneva, Switzerland
| | - Annie Dumont
- Département universitaire d'enseignement et de formation en orthophonie, Université Pierre-et-Marie-Curie, Paris-VI, France
| | - Hélène Delage
- Equipe de Psycholinguistique et Logopédie, Faculté de Psychologie et des Sciences de l'Education, Université de Genève, Geneva, Switzerland
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Terhune-Cotter BP, Conway CM, Dye MWG. Visual Sequence Repetition Learning is Not Impaired in Signing DHH Children. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2021; 26:322-335. [PMID: 34017994 DOI: 10.1093/deafed/enab007] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Revised: 03/15/2021] [Accepted: 03/16/2021] [Indexed: 06/12/2023]
Abstract
The auditory scaffolding hypothesis states that early experience with sound underpins the development of domain-general sequence processing abilities, supported by studies observing impaired sequence processing in deaf or hard-of-hearing (DHH) children. To test this hypothesis, we administered a sequence processing task to 77 DHH children who use American Sign Language (ASL) and 23 hearing monolingual children aged 7-12 years and found no performance difference between them after controlling for age and nonverbal intelligence. Additionally, neither spoken language comprehension scores nor hearing loss levels predicted sequence processing scores in the DHH group, whereas ASL comprehension scores did. Our results do not indicate sequence processing deficits in DHH children and do not support the auditory scaffolding hypothesis; instead, these findings suggest that factors related to experience with and/or proficiency in an accessible language during development may be more important determinants of sequence processing abilities.
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Affiliation(s)
| | | | - Matthew W G Dye
- Rochester Institute of Technology, Rochester, NY, United States of America
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6
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Does executive function influence the development of theory of mind in elementary students? CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-018-0107-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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de Gracia MRL, de Rosnay M, Hawes D, Perez MVT. Deafness and Theory of Mind Performance: Associations among Filipino Children, Adolescents, and Young Adults. JOURNAL OF COGNITION AND DEVELOPMENT 2020. [DOI: 10.1080/15248372.2020.1741364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Ma. Regina Laya de Gracia
- School of Health and Life Sciences, Federation University Australia, Australia
- University of Sydney, Australia
| | | | - David Hawes
- School of Health and Life Sciences, Federation University Australia, Australia
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Kelly C, Morgan G, Freeth M, Siegal M, Matthews D. The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2019; 24:245-254. [PMID: 30882865 DOI: 10.1093/deafed/enz001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2018] [Revised: 01/20/2019] [Accepted: 01/31/2019] [Indexed: 06/09/2023]
Abstract
The ability to distinguish lies from sincere false statements requires understanding a speaker's communicative intentions and is argued to develop through linguistic interaction. We tested whether this ability was delayed in 26 children with severe-to-profound hearing loss who, based on vocabulary size, were thought to have relatively limited access to linguistic exchanges compared to typically hearing peers (n = 93). Children were presented with toy bears who either lied or made a false statement sincerely. Despite identifying speakers' knowledge/ignorance, deaf or hard of hearing (DHH) children were delayed in identifying lies and sincere false statements when matched for chronological age. When matched for receptive vocabulary, observed discrepancies diminished. Deaf children who experienced early access to conversations with their deaf parents demonstrated no delay. Findings suggest limited access to linguistic exchanges delays the development of a key pragmatic skill.
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Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education. EDUCATION SCIENCES 2019. [DOI: 10.3390/educsci9020133] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.
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Chilton H, Mayer C, McCracken W. Evidence of Theory of Mind in the Written Language of Deaf Children. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2019; 24:32-40. [PMID: 30371796 DOI: 10.1093/deafed/eny027] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2018] [Accepted: 07/24/2018] [Indexed: 06/08/2023]
Abstract
The link between Theory of Mind (ToM) and literacy is increasingly being recognized in the literature. However, the focus to date has concentrated on the connections between reading and ToM, with an emphasis on the ways in which ToM is implicated in making inferences from text and suggestions that engaging in reading fiction can support the development of ToM. The exploratory study presented in this paper is unique in its approach as it widens the focus to consider the relationship between ToM and writing. Using a developmental framework based on the work of Westby and Robinson (Westby, C. & Robinson L. (2014). A developmental perspective for promoting theory of mind. Topics in Language Disorders 34 (4), 362-382 doi: 10.1097/TLD.0000000000000035), the written narratives of 43 deaf children (aged 7.2 years to 11.11 years) were examined for evidence of ToM. Evidence of ToM was found in the writing of 86% of the participants (n = 37) with children demonstrating abilities across the spectrum of development. Implications for both research and pedagogical practice are discussed.
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RODRÍGUEZ-RABADÁN-PEINADO I, MONFORTE-PÉREZ D. ¿Existen diferencias en la adquisición de Teoría de la Mente entre niños sordos de padres sordos y de padres oyentes con respecto a los niños con audición normal? Una Revisión. REVISTA ORL 2018. [DOI: 10.14201/orl.19539] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
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Rinaldi P, Caselli MC, Lucioli T, Lamano L, Volterra V. Sign Language Skills Assessed Through a Sentence Reproduction Task. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2018; 23:408-421. [PMID: 29982547 DOI: 10.1093/deafed/eny021] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2017] [Accepted: 06/04/2018] [Indexed: 06/08/2023]
Abstract
The aim of this study is to analyze Italian Sign Language (LIS) linguistic skills in two groups of deaf signing children at different ages, and to compare their skills with those of a group of deaf signing adults. For this purpose, we developed a new Sentence Reproduction Task (SRT) for Italian Sign Language (LIS-SRT), which we administered to 33 participants. Participants' scores and type of errors were analyzed to investigate similarities and differences related to both chronological age and age of LIS acquisition. Results showed that signs tended to be omitted more frequently by the younger children than both the older children and adults and that non-manual components produced simultaneously with manual components appear to be the most difficult linguistic elements to be acquired and mastered. Our results are compared to those of previous studies using SRTs for other signed languages.
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Affiliation(s)
- Pasquale Rinaldi
- Italian National Research Council, Institute of Cognitive Sciences and Technologies
| | | | - Tommaso Lucioli
- Italian National Research Council, Institute of Cognitive Sciences and Technologies
| | - Luca Lamano
- Italian National Research Council, Institute of Cognitive Sciences and Technologies
| | - Virginia Volterra
- Italian National Research Council, Institute of Cognitive Sciences and Technologies
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Bianco F, Lecce S, Banerjee R. Conversations about mental states and theory of mind development during middle childhood: A training study. J Exp Child Psychol 2016; 149:41-61. [DOI: 10.1016/j.jecp.2015.11.006] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2015] [Revised: 10/19/2015] [Accepted: 11/17/2015] [Indexed: 10/22/2022]
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Tucci SL, Easterbrooks SR, Lederberg AR. The Effects of Theory of Mind Training on the False Belief Understanding of Deaf and Hard-of-Hearing Students in Prekindergarten and Kindergarten. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2016; 21:310-325. [PMID: 27235698 DOI: 10.1093/deafed/enw031] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2016] [Accepted: 04/14/2016] [Indexed: 06/05/2023]
Abstract
Data from a growing number of research studies indicate that children with hearing loss are delayed in Theory of Mind (ToM) development when compared to their typically developing, hearing peers. While other researchers have studied the developmental trajectories of ToM in school-age students who are deaf, a limited number have addressed the need for interventions for this population. The present study extends the current research on ToM interventions to the Prekindergarten and Kindergarten levels. This study used a single-case multiple baseline design to examine the effects of a ToM intervention on participants' false belief understanding as well as outcomes on a near generalization measure and a far generalization measure. A ToM thought bubble intervention (i.e., a visual representation of what people are thinking) developed by Wellman and Peterson (2013 Deafness, thought bubbles, and theory-of-mind development. Developmental Psychology, 49, 2357-2367) was modified in key areas. Results from the Single-Case Design portion of the study indicate a functional, or causal, relation between the ToM intervention and the participants' acquisition of the targeted skills in each stage although progress was not uniform. Results from the pre-post assessments indicate that the children did make progress up the scale. These results inform the field in regard to the efficacy and feasibility of a ToM intervention for young deaf children.
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Jones AC, Gutierrez R, Ludlow AK. Confronting the language barrier: Theory of mind in deaf children. JOURNAL OF COMMUNICATION DISORDERS 2015; 56:47-58. [PMID: 26176712 DOI: 10.1016/j.jcomdis.2015.06.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2014] [Revised: 05/22/2015] [Accepted: 06/29/2015] [Indexed: 06/04/2023]
Abstract
UNLABELLED The current study addressed deaf children's Theory of Mind (ToM) development as measured by a battery of first- and second-order belief tasks. Both a chronological age-matched control group and a younger group of pre-school aged hearing children were compared to a group of deaf children born to hearing parents. A hearing native signer enacted each of the tasks, which were pre-recorded in video clips in English (SSE), British Sign Language (BSL) and spoken English, in order to consider all communication preferences of the deaf children. Results revealed no differences in performance between the deaf and the young hearing children. However, despite the inclusion of ToM tasks based on their preferred mode of communication, the deaf children performed significantly worse at the unexpected-content and second-order belief task compared with their age-matched controls. These findings imply a delay rather than a deficit in ToM in deaf children that could be attributed to limited opportunities to converse and overhear conversations about mental states. LEARNING OUTCOMES None.
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Affiliation(s)
- Anna C Jones
- Deafness, Cognition and Language Research Centre, University College London, London WC1H 0PD, United Kingdom.
| | | | - Amanda K Ludlow
- University of Hertfordshire, Hertfordshire, United Kingdom; University of Birmingham, Birmingham, United Kingdom
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Double dissociation of neural responses supporting perceptual and cognitive components of social cognition: evidence from processing of others' pain. Sci Rep 2014; 4:7424. [PMID: 25502570 PMCID: PMC4262888 DOI: 10.1038/srep07424] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2014] [Accepted: 11/18/2014] [Indexed: 01/10/2023] Open
Abstract
Models on how perceptual and cognitive information on others' mental states are treated by the cognitive architecture are often framed as duplex models considering two independent systems. In the context of the neuroscience of empathy analogous systems have been described. Using event-related potentials (i.e., ERPs) technique, we tested the hypothesis of temporal dissociation of two functional systems. We implemented a design in which perceptual (i.e., painful or neutral facial expressions) and contextual (i.e., painful or neutral related sentences) cues on others' mental states were orthogonally manipulated. Painful expressions selectively modulated the early activity at 110–360 ms over fronto-central and centro-parietal regions, whereas painful contexts selectively modulated the late activity at 400–840 ms over these same regions. Notably, the reactions to pain triggered by these cues added up when both were available, that is the joint reaction was characterized by additive effects. These findings favor a model assuming distinct neural paths of perceptual and cognitive processing, at least when the cognitive component is triggered by language.
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Lecce S, Bianco F, Devine RT, Hughes C, Banerjee R. Promoting theory of mind during middle childhood: A training program. J Exp Child Psychol 2014; 126:52-67. [DOI: 10.1016/j.jecp.2014.03.002] [Citation(s) in RCA: 66] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2012] [Revised: 03/06/2014] [Accepted: 03/06/2014] [Indexed: 10/25/2022]
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Rinaldi P, Caselli MC, Di Renzo A, Gulli T, Volterra V. Sign vocabulary in deaf toddlers exposed to sign language since birth. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2014; 19:303-318. [PMID: 24688068 DOI: 10.1093/deafed/enu007] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Lexical comprehension and production is directly evaluated for the first time in deaf signing children below the age of 3 years. A Picture Naming Task was administered to 8 deaf signing toddlers (aged 2-3 years) who were exposed to Sign Language since birth. Results were compared with data of hearing speaking controls. In both deaf and hearing children, comprehension was significantly higher than production. The deaf group provided a significantly lower number of correct responses in production than did the hearing controls, whereas in comprehension, the 2 groups did not differ. Difficulty and ease of items in comprehension and production was similar for signing deaf children and hearing speaking children, showing that, despite size differences, semantic development followed similar paths. For signing children, predicates production appears easier than nominals production compared with hearing children acquiring spoken language. Findings take into account differences in input modalities and language structures.
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Affiliation(s)
- Pasquale Rinaldi
- Institute of Cognitive Sciences and Technologies - National Research Council of Italy
| | | | - Alessio Di Renzo
- Institute of Cognitive Sciences and Technologies - National Research Council of Italy
| | - Tiziana Gulli
- Institute of Cognitive Sciences and Technologies - National Research Council of Italy
| | - Virginia Volterra
- Institute of Cognitive Sciences and Technologies - National Research Council of Italy
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