Deaf Children's Use of Beliefs and Desires in Negotiation

Autor/inn/en	Terwogt, Mark Meerum; Rieffe, Carolien
Titel	Deaf Children's Use of Beliefs and Desires in Negotiation
Quelle	In: Journal of Deaf Studies and Deaf Education, 9 (2004) 1, S.27-38 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
Schlagwörter	Deafness; Thinking Skills; Persuasive Discourse; Childhood Attitudes; Preadolescents; Mothers; Beliefs + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Denkfähigkeit; Persuasion; Persuasive Kommunikation; Pre-adolescence; Präadoleszenz; Mother; Mutter; Belief; Glaube
Abstract	Although several studies have shown that deaf children demonstrated impaired performances on false-belief tasks, the children's belief understanding appeared intact when asked to explain emotions or behavior. However, this finding does not necessarily indicate a full-fledged theory of mind. This study aimed to investigate deaf children's negotiation strategies in false-belief situations, because situations that require negotiation provide a natural context with a clear motivational aspect, which might appeal more strongly to deaf children's false belief reasoning capacities. The purpose of this study was to compare the reactions of 11- to 12-year-old deaf and hearing children to scenarios in which a mother, who is unaware of a change in the situation, threatens to block the fulfillment of the child's desire. The results showed that deaf children more often failed to correct the mother's false beliefs. In contrast with hearing children, who frequently left their own desires implicit, deaf children kept stressing their desires as a primary argument, even though the mother could be expected to be fully aware of these desires. Moral claims were used to the same extent by both groups. In general, deaf children more often used arguments that did not provide new information for their conversation partners, including repetitions of the same argument. The results were interpreted in terms of the special needs that are required by the hampered communication between deaf and hearing people as well as in terms of the ongoing discussion regarding theory-of-mind development in deaf children. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10