e-Pedagogium 2010, 10(1):63-82 | DOI: 10.5507/epd.2010.009

Theory of Mind Development in Hearing Impaired Children

Joanna Kossewska
Joanna Kossewska, Department of Psychology, Pedagogical University of Cracow, Poland

Klíčová slova: Deafness, theory of mind, communication deprivation, educational system

Theory of mind has been viewed as fundamental for our understanding of the social world. It helps us to make sense of the complex patterns of many social relationships such as the acts of deception, interpersonal conflicts and negotiations. It animates our sense of humour so it is also fundamental for our appreciation of cultural acquisition, such as literature, drama or film.
Since the first study in the field of theory of mind in the deaf by Peterson and Siegal (1995) it has been discovered that the majority of the profoundly deaf failed the false belief test. However, more recent research indicates that deaf children are rather not impaired in theory of mind development process but just delayed in developing theory of mind. Nevertheless, that developmental deficit is quite serious when compared to hearing children - deaf children aged 5-12 years solve tests focused on theories of mind better than 3-year-olds but not as well as 4 year-olds, although the background mechanism itself is not damaged (Courtin, 2000).
This article describes factors which influence that theory of mind developmental delay. It presents the context of language as well as communication deprivation within the family and educational system.

Zveřejněno: 1. únor 2010  Zobrazit citaci

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Kossewska, J. (2010). Theory of Mind Development in Hearing Impaired Children. e-Pedagogium, 10(1), 63-82. doi: 10.5507/epd.2010.009
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