Deafness, thought bubbles, and theory-of-mind development

Wellman, Henry M. and Peterson, Candida C. (2013) Deafness, thought bubbles, and theory-of-mind development. Developmental Psychology, 49 12: 2357-2367. doi:10.1037/a0032419

Author Wellman, Henry M.
Peterson, Candida C.
Title Deafness, thought bubbles, and theory-of-mind development
Journal name Developmental Psychology   Check publisher's open access policy
ISSN 0012-1649
Publication date 2013-01-01
Year available 2013
Sub-type Article (original research)
DOI 10.1037/a0032419
Open Access Status Not yet assessed
Volume 49
Issue 12
Start page 2357
End page 2367
Total pages 11
Place of publication Washington, DC United States
Publisher American Psychological Association
Language eng
Subject 3204 Developmental and Educational Psychology
3319 Life-span and Life-course Studies
3317 Demography
Abstract The processes and mechanisms of theory-of-mind development were examined via a training study of false-belief conceptions in deaf children of hearing parents (N = 43). In comparison to 2 different control conditions, training based on thought-bubble instruction about beliefs was linked with improved falsebelief understanding as well as progress on a broader theory-of-mind scale. By combining intervention, microgenetic, and developmental scaling methods, the findings provide informative data about the nature and mechanisms of theory-of-mind change in deaf children, as well as an initial demonstration of a useful intervention for enhancing social cognition in deaf children of hearing parents. The methods and results also point to possible avenues for the study of conceptual change more generally.
Keyword Deafness
Developmental delays
Intervention research
Social cognition
Theory of mind
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Psychology Publications
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