Language access and theory of mind reasoning

Evidence from deaf children in bilingual and oralist environments

Bibliographic Data

ID9789725
AuthorsMarek Meristo (0000-0001-6792-3123, University of Gothenburg, corresponding author), Kerstin W Falkman (University of Gothenburg), Erland Hjelmquist (0000-0002-2730-2346, University of Gothenburg), Mariantonia Tedoldi (University of Trieste), Luca Surian (0000-0001-6463-2953, University of Trento), Michael Siegal (University of Trieste)
Year2007
Volume43
Issue5
Pages1156-1169
Publication date2007-09-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0012-1649.43.5.1156
PMID17723042
OpenAlexW2097822926
LanguageEN
Citations received27
References cited31

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

American Sign Language · Cognition · Deaf education · Developmental psychology · Estonian · Language development · Linguistics · Manually coded language · Neuroscience of multilingualism · Sign (mathematics · Sign language · Sociolinguistics of sign languages · Spoken language · Theory of mind · Variety (cybernetics · Child and Animal Learning Development · Computer Science · Hearing Impairment and Communication · Language, Metaphor, and Cognition · Psychology

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