Relations between Maternal Input and Theory of Mind Understanding in Deaf Children

Autor/inn/en	Moeller, Mary Pat; Schick, Brenda
Titel	Relations between Maternal Input and Theory of Mind Understanding in Deaf Children
Quelle	In: Child Development, 77 (2006) 3, S.751-766 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2006.00901.x
Schlagwörter	Deafness; Children; Mothers; Child Development; Child Language; Language Skills; American Sign Language; Parent Influence; Cognitive Processes + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Child; Kind; Kinder; Mother; Mutter; Kindesentwicklung; 'Children''s language'; Kindersprache; Language skill; Sprachkompetenz; Cognitive process; Kognitiver Prozess
Abstract	This study investigates the relationship between theory of mind (ToM) skills in deaf children and input from their hearing mothers. Twenty-two hearing mothers and their deaf children (ages 4-10 years) participated in tasks designed to elicit talk about the mind. The mothers' mental state talk was compared with that of 26 mothers with hearing children (ages 4-6 years). The frequency of mothers' mental talk was correlated with deaf children's performance on ToM tasks, after controlling for effects of child language and age. Maternal sign proficiency was correlated with child language, false belief, and mothers' talk about the mind. Findings are discussed in relation to experiential accounts of ToM development and roles of maternal talk in children's social understanding. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10