Language access and theory of mind reasoning: Evidence from deaf children in bilingual and oralist environments
| Autor: | Luca Surian, Michael Siegal, Mariantonia Tedoldi, Marek Meristo, Erland Hjelmquist, Kerstin W. Falkman |
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| Rok vydání: | 2007 |
| Předmět: |
Male
Adolescent Italian Sign Language Hearing loss First language Culture Lipreading Multilingualism Sign language Social Environment Language Development Developmental psychology Sign Language Mainstreaming Education Developmental and Educational Psychology medicine Humans Child Life-span and Life-course Studies Neuroscience of multilingualism Personal Construct Theory Demography Parenting Bilingual education Linguistics language.human_language Language development Child Preschool Education Special language Female medicine.symptom Psychology Follow-Up Studies |
| Zdroj: | Developmental Psychology. 43:1156-1169 |
| ISSN: | 1939-0599 0012-1649 |
| DOI: | 10.1037/0012-1649.43.5.1156 |
| Popis: | This investigation examined whether access to sign language as a medium for instruction influences theory of mind (ToM) reasoning in deaf children with similar home language environments. Experiment 1 involved 97 deaf Italian children ages 4-12 years: 56 were from deaf families and had LIS (Italian Sign Language) as their native language, and 41 had acquired LIS as late signers following contact with signers outside their hearing families. Children receiving bimodal/bilingual instruction in LIS together with Sign-Supported and spoken Italian significantly outperformed children in oralist schools in which communication was in Italian and often relied on lipreading. Experiment 2 involved 61 deaf children in Estonia and Sweden ages 6-16 years. On a wide variety of ToM tasks, bilingually instructed native signers in Estonian Sign Language and spoken Estonian succeeded at a level similar to age-matched hearing children. They outperformed bilingually instructed late signers and native signers attending oralist schools. Particularly for native signers, access to sign language in a bilingual environment may facilitate conversational exchanges that promote the expression of ToM by enabling children to monitor others' mental states effectively. |
| Databáze: | OpenAIRE |
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