Metacognitive development of deaf children: Lessons from the appearance-reality and false belief tasks

Developmental Science

Volumn 8, Issue 1, 2005, Pages 16-25

  Courtin, Cyril ^a,b   Melot, Anne Marie ^a  

^a Groupe d'Imagerie Neurofonctionnelle   (France)

^b CNRS   (France)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; CHILD; CHILD PARENT RELATION; COGNITION; FEMALE; HEARING IMPAIRMENT; HUMAN; LANGUAGE DEVELOPMENT; LINGUISTICS; MALE; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; PSYCHOLOGICAL MODEL; PSYCHOPHYSIOLOGY;

ADULT; CHILD; CHILD, PRESCHOOL; COGNITION; DEAFNESS; FEMALE; HUMANS; LANGUAGE DEVELOPMENT; LINGUISTICS; MALE; MODELS, PSYCHOLOGICAL; PARENT-CHILD RELATIONS; PSYCHOPHYSIOLOGY;

EID: 12844284032     PISSN: 1363755X     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2005.00389.x     Document Type: Article

References (49)

1. Bloom, P., & German, T.P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77, 25-31.
2. Clements, W.A., & Perner, J. (1994). Implicit understanding of belief. Cognitive Development, 9, 377-395.
3. Clements, W.A., Rustin, C.L., & McCallum, S. (2000). Promoting the transition from implicit to explicit understanding: a training study of false belief. Developmental Science, 3, 81-92.
4. Courtin, C. (1999). Le cas des théories de l'esprit chez l'enfant sourd: l'impact de la langue des signes [Theory of mind in deaf children: consequences of sign language communication]. Enfance, 51, 248-257.
5. Courtin, C. (2000a). The impact of sign language on the cognitive development of deaf children: the case of theory of mind. Journal of Deaf Studies and Deaf Education, 5, 266-276.
6. Courtin, C. (2000b). Surdité, langue des signes et développement cognitif. Lille: Presses Universitaires du Septentrion.
7. Courtin, C., & Melot, A.-M. (1998). The development of theories of mind in deaf children. In M. Marschark & M.D. Clark (Eds.), Psychological perspectives on deafness, Vol. 2 (pp. 79-102). Mahwah: Lawrence Erlbaum.
8. Courtin, C., & Melot, A.-M. (2000). Sign language and access to metarepresentation. International Journal of Psychology, 35, 213.
9. Emmorey, K. (2002). Language, cognition, and the brain; Insight from sign language research. Mahwah: Lawrence Erlbaum.
10. Engberg-Pedersen, E. (1995). Point of view expressed through shifters. In K. Emmorey & J.S. Reilly (Eds.), Language, gesture, and space (pp. 133-154). Hillsdale: Lawrence Erlbaum Associates.
11. Figueras-Costa, B., & Harris, P.L. (2001). Theory of mind development in deaf children: a nonverbal test of false belief understanding. Journal of Deaf Studies and Deaf Education, 6, 92-102.
12. Flavell, J.H., Everett, B.A., Croft, K., & Flavell, E.R. (1981). Young children's knowledge about visual perception: further evidence for the level 1-level 2 distinction. Developmental Psychology, 17, 99-103.
13. Flavell, J.H., Flavell, E.R., & Green, F.L. (1983). Development of appearance-reality distinction. Cognitive Psychology, 15, 95-120.
14. Gopnik, A., & Astington, J.W. (1988). Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59, 26-37.
15. Gopnik, A., & Slaughter, V. (1991). Young children's understanding of changes in their mental states. Child Development, 62, 98-110.
16. Gopnik, A., Slaughter, V., & Meltzoff, A. (1994). Changing your views: how understanding visual perception can lead to a new theory of mind. In C. Lewis & P. Mitchell (Eds.), Origins of an early understanding of mind (pp. 157-181). Hove: Erlbaum.
17. Guéhéneuc, K., & Deleau, M. (1997). Deaf children also have a theory of mind ... but somewhat later. Paper presented to the Eighth European Conference on Developmental Psychology, Rennes, France.
18. Hogrefe, G.J., Wimmer, H., & Perner, J. (1986). Ignorance versus false belief: a developmental lag in attribution of epistemic states. Child Development, 57, 567-582.
19. Jackson, A.L. (2001). Language facility and theory of mind development in deaf children. Journal of Deaf Studies and Deaf Education, 6, 161-176.
20. Lundy, J., (2002). Age and language skills of deaf children in relation to theory of mind development. Journal of Deaf Studies and Deaf Education, 7, 41-56.
21. Marschark, M., Green, V., Hindmarsh, G., & Walker, S. (2000). Understanding theory of mind in children who are deaf. Journal of Child Psychology, Psychiatry, and Allied Disciplines, 41, 1067-1073.
22. Melot, A.-M. (1999a). Les représentations du fonctionnement mental chez l'enfant d'âge préscolaire. In G. Netchine-Grynberg (Ed.), Développement et fonctionnement cognitifs de l'enfant: vers une intégration? (pp. 105-124). Paris: PUF.
23. Melot, A.-M. (1999b). Développement cognitif et métacognitif: panorama d'un nouveau courant. Enfance, 51, 205-214.
24. Melot, A.-M., & Courtin, C. (2000). Access to metarepresentation: clear-cut change or gradual evolution? The Genetic Epistemologist, 28, 30.
25. Melot, A.-M., Houdé, O., Courtel, S., & Soenen, L. (1995). False beliefs attribution, distinction between appearance and reality and visual perspective taking: do they develop simultaneously? Paper presented at the 25th annual symposium of the Jean Piaget Society, Berkeley, USA.
26. Melot, A.-M., & Komano, O. (1997). Changes in theory of mind: a longitudinal study. Paper presented at the 27th annual symposium of the Jean Piaget Society, Santa Monica, USA.
27. Nadel, J., & Melot, A.-M. (2001). How clear is the 4-year-olds' 'clear-cut change' in understanding mind? Cognitive Development, 15, 153-168.
28. Perner, J. (1991). Understanding the representational mind. Cambridge, MA: MIT Press.
29. Perner, J., & Clements, W.A. (1998). From an implicit to an explicit 'theory of mind'. In Y. Rossetti & A. Revonsuo (Eds.), Beyond dissociation: Interaction between implicit and explicit processing (pp. 273-293). Amsterdam: John Benjamins.
30. Peterson, C.P., & Siegal, M. (1995). Deafness, conversation and theory of mind. Journal of Child Psychology, Psychiatry and Allied Disciplines, 36, 458-474.
31. Peterson, C.P., & Siegal, M. (1996). The domain-specificity of knowledge in normal, autistic and deaf children: differentiation between the biological, physical and psychological thinking. Paper presented at the 14th Biennial Meetings of ISSBD, Québec City, Canada.
32. Peterson, C.P., & Siegal, M. (1997). Domain specificity and everyday biological, physical, and psychological thinking in normal, autistic, and deaf children. In H.M. Wellman & K. Inagaki (Eds.), The emergence of core domains of thought: Children's reasoning about physical, psychological, and biological phenomena (pp. 55-70). San Francisco: Jossey-Bass.
33. Peterson, C.P., & Siegal, M. (1999). Representing inner worlds: theory of mind in autistic, deaf, and normal hearing children. Psychological Science, 10, 126-129.
34. Poulin, C., & Miller, C. (1995). On narrative discourse and point of view in Quebec Sign Language. In K. Emmorey & J.S. Reilly (Eds.), Language, gesture, and space (pp. 117-131). Hillsdale: Lawrence Erlbaum.
35. Remmel, E. (1999). Theories of mind and executive functions: some evidence from deaf children. Paper presented to the Meeting of the Cognitive Development Society, Chapel Hill, USA.
36. Remmel, E., Bettger, J.G., & Weinberg, A.M. (1998). The impact of ASL on theories of mind development. Paper presented to the Theoretical Issues on Sign Language Research, Washington DC, USA.
37. Remmel, E., Bettger, J.G., & Weinberg, A.M. (2001). Theory of mind development in deaf children. In M.D. Clark, M. Marschark & M. Karchmer (Eds.), Context, cognition, and deafness (pp. 113-134). Washington DC: Gallaudet University Press.
38. Rieffe, C., & Terwogt, M. (2000). Deaf children's understanding of emotions: desires take precedence. Journal of Child Psychology, Psychiatry and Allied Disciplines, 41, 601-608.
39. Russel, P.A., Hosie, J.A., Gray, C.D., Scott, C., Hunter, N., Banks, J.S., & Macaulay, M.C. (1998). The development of theory of mind in deaf children. Journal of Child Psychology, Psychiatry, and Allied Disciplines, 39, 903-910.
40. Siegal, M., & Beattie, K. (1991). Where to look first for children's knowledge of false beliefs. Cognition, 38, 1-12.
41. Steeds, L., Rowe, K., & Dowker, A. (1997). Deaf children's understanding of beliefs and desires. Journal of Deaf Studies and Deaf Education, 2, 185-195.
42. Taylor, M. (1988). The development of children's understanding of the seeing-knowing distinction. In J.W. Astington, P.L. Harris & D.R. Olson (Eds.), Developing theories of mind (pp. 207-225). Cambridge: Cambridge University Press.
43. Wellman, H.M. (1988). First steps in the child's theorizing about the mind. In J.W. Astington, P.L. Harris, & D. Olson (Eds.), Developing theories of mind (pp. 64-92). Cambridge: Cambridge University Press.
44. Wellman, H.M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: the truth about false belief. Child Development, 72, 655-684.
45. Wimmer, H., & Hartl, M. (1991). Against the Cartesian view on mind: young children's difficulty with own false beliefs. British Journal of Developmental Psychology, 9, 125-138.
46. Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13, 103-128.
47. Woolfe, T., Want, S.C., & Siegal, M. (2002). Signposts to development: theory of mind in deaf children. Child Development, 73, 768-778.
48. Yaniv, I., & Shatz, M. (1988). Children's understanding of perceptibility. In J.W. Astington, P.L. Harris, & D. Olson (Eds.), Developing theories of mind (pp. 93-108). Cambridge: Cambridge University Press.
49. Yoshinaga-Itano, C. (2003). From screening to early identification and intervention: discovering predictors to successful outcomes for children with significant hearing loss. Journal of Deaf Studies and Deaf Education, 8, 11-30.