From fancy to reason: Scaling deaf and hearing children's understanding of theory of mind and pretence

British Journal of Developmental Psychology

Volumn 27, Issue 2, 2009, Pages 297-310

  Peterson, Candida C ^a   Wellman, Henry M ^b  

^a UNIVERSITY OF QUEENSLAND   (Australia)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; CHI SQUARE DISTRIBUTION; CHILD; CHILD DEVELOPMENT; COMPREHENSION; CONCEPT FORMATION; FEMALE; HEARING IMPAIRMENT; HUMAN; IMAGINATION; MALE; PATHOPHYSIOLOGY; PHYSIOLOGY; PRESCHOOL CHILD; PSYCHOLOGIC TEST; PSYCHOLOGICAL ASPECT; PSYCHOLOGICAL THEORY; RECREATION; SOCIAL BEHAVIOR;

ADOLESCENT; CHI-SQUARE DISTRIBUTION; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; COMPREHENSION; CONCEPT FORMATION; DEAFNESS; FEMALE; HUMANS; IMAGINATION; MALE; PLAY AND PLAYTHINGS; PSYCHOLOGICAL TESTS; SOCIAL BEHAVIOR; THEORY OF MIND;

EID: 67249104871     PISSN: 0261510X     EISSN: None     Source Type: Journal    
DOI: 10.1348/026151008X299728     Document Type: Article

References (38)

1. Astington, J. W., & Jenkins, J. M. (1995). Theory of mind development and social understanding. Cognition and Emotion, 9, 151-165.
2. Baron-Cohen, S. (2000). Theory of mind and autism: A 15-year review. In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding minds: Perspectives from cognitive neuroscience (2nd ed., pp. 3-20). Oxford: Oxford University Press.
3. Baron-Cohen, S., Leslie, A., & Frith, U. (1985). Does the autistic child have a theory of mind? Cognition, 21, 37-46.
4. Brown, J. R., Donelan-McCall, N., & Dunn, J. (1996). Why talk about mental states? The significance of children's conversations with friends, siblings and mothers. Child Development, 67, 836-849.
5. Brown, P. M., Prescott, S. J., Rickards, F. W., & Paterson, M. M. (1997). Communicating about pretend play: A comparison of the utterances of four-year-old normally hearing and hearingimpaired children in an integrated kindergarten. Volta Review, 99, 5-17.
6. Courtin, C., & Melot, A. M. (1998). Development of theories of mind in deaf children. In M. Marschark (Ed.), Psychological perspectives on deafness (pp. 79-102). Mahwah, NJ: Erlbaum.
7. Custer, W. (1996). A comparison of young children's understanding of contradictory representations in pretense, memory and belief. Child Development, 67, 678-688.
8. de Villiers, J. G. (2005). Can language acquisition give children a point of view? In J. W. Astington & J. Baird (Eds.), Why language matters for theory of mind (pp. 186-219). New York: Oxford University Press.
9. Dunn, J. (1996). The Emanuel Miller Memorial Lecture: Children's relationships: Bridging the divide between cognitive and social development. Journal of Child Psychology and Psychiatry, 37, 507-518.
10. Gopnik, A., & Slaughter, V. P. (1991). Young children's understanding of changes in their mental states. Child Development, 62, 98-110.
11. Green, B. F. (1956). A method of scalogram analysis using summary statistics. Psychometrica, 21, 79-88.
12. Harris, P. L. (2005). Conversation, pretense and theory of mind. In J.W. Astington & J. Baird (Eds.), Why language matters for theory of mind (pp. 70-83). New York: Oxford University Press.
13. Harris, P. L., de Rosnay, M., & Pons, F. (2005). Language and children's understanding of mental states. Current Directions in Psychological Science, 14, 69-73.
14. Harris, P. L., & Kavanaugh, R. (1993). Young children's understanding of pretense. Monographs of the Society for Research in Child Development, Serial # 231.
15. Hickling, A., Wellman, H. M., & Gottfried, G. (1997). Preschoolers' understanding of others' mental attitudes towards pretend happenings. British Journal of Developmental Psychology, 15, 339-354.
16. Higginbotham, D. J., & Baker, B. M. (1981). Social participation and cognitive play differences in hearing impaired and normally hearing preschoolers. Volta Review, 83, 135-149.
17. Leslie, A. M. (1987). Pretense and representation: The origins of 'theory of mind'. Psychological Review, 94, 412-426.
18. Lillard, A. S. (1993). Young children's conceptualization of pretense: Action or mental representational state. Child Development, 64, 372-386.
19. Marschark, M. (1993). Psychological perspectives on deafness. New York: Oxford University Press.
20. Peterson, C. C. (2002). Drawing insight from pictures: The development of concepts of false drawing and false belief in children with deafness, normal hearing and autism. Child Development, 73, 1442-1459.
21. Peterson, C. C. (2004). Theory of mind development in oral deaf children with cochlear implants or conventional hearing aids. Journal of Child Psychology and Psychiatry, 45, 1096-1106.
22. Peterson, C. C., & Siegal, M. (1999). Representing inner worlds. Psychological Science, 10, 126-129.
23. Peterson, C. C., & Siegal, M. (2000). Insights into a theory of mind from deafness and autism. Mind and Language, 16, 77-99.
24. Peterson, C. C., & Slaughter, V. P. (2006). Telling the story of theory of mind. British Journal of Developmental Psychology, 24, 151-180.
25. Peterson, C. C.,Wellman, H. M., & Liu, D. (2005). Steps in theory of mind development in children with deafness, autism or typical development. Child Development, 76, 502-517.
26. Power, D., & Carty, B. (1990). Cross-cultural communication and the deaf community in Australia. In C. Hendrick & R. Holton (Eds.), Cross-cultural communication and professional education (pp. 73-79). Adelaide, Australia: Flinders University Centre for Multicultural Studies.
27. Richert, R., & Lillard, A. S. (2002). Children's understanding of the knowledge prerequisites of drawing and pretending. Developmental Psychology, 38, 1004-1015.
28. Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between child and mothers' mental state language and theory-of-mind understanding. Child Development, 73, 734-751.
29. Scholl, B. J., & Leslie, A. M. (2001). Minds, modules and meta-analysis. Child Development, 72, 696-701.
30. Schwebel, D., Rosen, C., & Singer, J. (1999). Preschoolers' pretend play and theory of mind. British Journal of Developmental Psychology, 17, 734-751.
31. Schweder, R. A., Goodnow, J. J., Hatano, G., Levine, R., Markus, H., & Miller, P. J. (2006). The cultural psychology of development: One mind, many mentalities. InW. Damon & R. M. Lerner (Eds.), Handbook of child psychology (Vol. 1, pp. 716-782). New York: Wiley.
32. Spencer, P. E., Deyo, D., & Grindstaff, N. (1990). Symbolic play behavior of deaf and hearing toddlers. In D. F. Moores & K. P. Meadow-Orlans (Eds.), Educational and developmental aspects of deafness (pp. 390-406). Washington, DC: Gallaudet University Press.
33. Taumoepeau, M., & Ruffman, T. (2006). Mother and infant talk about mental states relates to desire language and emotion understanding. Child Development, 77, 465-481.
34. Taylor, M., & Carlson, S. (1997). The relation between individual differences in fantasy and theory of mind. Child Development, 68, 436-455.
35. 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.
36. Wellman, H. M., Fang, F., Liu, D., Zhu, L., & Liu, G. (2006). Scaling of Theory-of-Mind understandings in Chinese children. Psychological Science, 17, 1075-1081.
37. Wellman, H. M., & Liu, D. (2004). Scaling of theory of mind tasks. Child Development, 75, 523-541.
38. Youngblade, L. M., & Dunn, J. (1995). Individual differences in young children's pretend play with mother and siblings. Child Development, 66, 1472-1492.