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Cited by 429

The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.

Deafness, Conversation and Theory of Mind

Peterson, Candida C., Siegal, Michael·1995·Journal of Child Psychology and Psychiatry
DOI 10.1111/j.1469-7610.1995.tb01303.x
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Abstract

Abstract The child's developing theory of the mind as an interconnected network of beliefs, desires and feelings that govern behaviour provides a cornerstone for social and intellectual life. Recent research has suggested that autistic children have difficulty acquiring such a theory. Although it is speculated that a specific neurological deficit may be responsible for autistic children's difficulties on false belief tasks devised to lest a theory of mind, these may also be due to a lack of exposure to conversation about mental states. In this study we explored the development of a theory of mind in a group of 26 signing, prelingually‐deaf Australian children of normal intelligence, aged 8–13 years. Results revealed that 65% of these deaf children failed a simple test of false belief which normal preschoolers, mentally retarded children, and other handicapped groups–apart from children with autism–routinely pass at a mental age of 4–5 years. No significant difference emerged between deaf children's performance and that of autistic children tested on the same task in previous research. We discuss the results in terms of a conversational account of the development of a theory of mind in deaf children, and the extent to which this account is applicable to children with autism.

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Metadata

Authors
Peterson, C. C., & Siegal, M.
Venue
Journal of Child Psychology and Psychiatry
Publisher
Wiley
Published
1995-03
Volume
36
Issue
3
Pages
459-474
ISSN
  • 0021-9630 (ISSN-L)
  • 1469-7610
DOI
10.1111/j.1469-7610.1995.tb01303.x
OpenAlex
W2100303756
Cited by
429
References
8
FWCI
15.56
Type
journal article
Language
en
Open access
closed

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