Play and Theory of Mind: Indicators and Engines of Early Cognitive Growth

The Oxford Handbook of Deaf Studies, Language, and Education

Volumn 2, Issue , 2012, Pages

  Spencer, Patricia Elizabeth ^a  

^a PSpencer Consulting LLC   (United States)

Author keywords

Cognition; Deaf; Hard of hearing; Infant; Play; Symbolic play; Theory of mind; Toddler

Indexed keywords

EID: 84923526101     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1093/oxfordhb/9780195390032.013.0027     Document Type: Chapter

References (80)

1. Al-Hilawani, Y., Easterbrooks, S., & Marchant, G. (2002). Metacognitive ability from a theory-of-mind perspective: A cross-cultural study of students with and without hearing loss. American Annals of the Deaf, 147, 38-47.
2. Alpern, G., Boll, T., & Shearer, M. (1980). Manual: Developmental profile II (Revised ). Aspen, CO: Psychological Development Publications.
3. Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press.
4. Baron-Cohen, S., & Swettenham, J. (1996). The relationship between SAM and TOMM: Two hypotheses. In P. Carruthers & P. Smith (Eds.), Theories of theories of mind (pp. 158-168). Cambridge: Cambridge University Press.
5. Bates, E., Benigni, L., Brethrton, I., Camaioni, L., & Volterra, V. (1979). The emergence of symbols, cognition, and communication in infancy. New York: Academic Press.
6. Bates, E., Bretherton, I., & Snyder, L. (1988). From first words to grammar: Individual differences and dissociable mechanisms. Cambridge: Cambridge University Press.
7. Bates, E., Bretherton, I., Snyder, L., Shore, C., & Volterra, V. (1980). Gestural and vocal symbols at 13 months. Merrill-Palmer Quarterly, 26, 407-423.
8. Bates, E., O'Connell, B., & Shore, C. (1984). Language and communication in infancy. In J. Osofsky (Ed.), Handbook of infant development (pp. 149-203). New York: Wiley.
9. Bebko, J., & McKinnon, E. (1998). Assessing pragmatic language skills in deaf children: The Language Proficiency Profile. In M. Marschark & M. Clark (Eds.), Psychological perspectives on deafness, Volume 2 (pp. 243-263). Mahwah, NJ: Lawrence Erlbaum Associates.
10. Bornstein, M., Selmi, A., Haynes, O., Painter, K., & Marx, E. (1999). Representational abilities and the hearing status of child/mother dyads. Child Development, 70, 833-852.
11. Braden, J. (1994). Deafness, deprivation, and IQ. New York: Plenum Press.
12. Brown, P. M., Prescott, S., Rickards, F., & Paterson, M. (1997). Communicating about pretend play: A comparison of the utterances of four year old normally hearing and hearing-impaired children in an integrated kindergarten. Volta Review, 99, 5-17.
13. Brown, P. M., & Remine, M. (2004). Building pretend play skills in toddlers with and without hearing loss: Maternal scaffolding styles. Deafness and Education International, 6, 129-153.
14. Brown, P. M., Rickards, F., & Bortoli, A. (2001). Structures underpinning pretend play and word production in young hearing children and children with hearing loss. Journal of Deaf Studies and Deaf Education, 6, 15-31.
15. Calhoun, D. (1987). A comparison of two methods of evaluating play in toddlers. Unpublished master's thesis. Colorado State University. Ft. Collins.
16. Casby, M., & McCormack, S. (1985). Symbolic play and early communication development in hearing-impaired children. Journal of Communication Disorders, 18, 67-78.
17. Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development, 15, 481-498.
18. Cheung, H., Hsuan-Chih, C., Creed, N., Ng, L., Wang, S., & Mo, L. (2004). Relative roles of general and complementation language in theory-of-mind development: Evidence from Cantonese and English. Child Development, 75, 1155-1170.
19. Cleary, M., Pisoni, D., & Geers, A. (2001). Some measures of verbal and spatial working memory in eight- and nineyear-old hearing-impaired children with cochlear implants. Ear and Hearing, 22, 395-411.
20. Courtin, C. (2000). The impact of sign language on the cognitive development of deaf children: The case of theories of mind. Journal of Deaf Studies and Deaf Education, 5, 266-276.
21. Darbyshire, J. (1977). Play patterns in young children with impaired hearing. Volta Review, 79, 19-26.
22. deVilliers, J. (2007). The interface of language and theory of mind. Lingua, 117, 1858-1878.
23. deVilliers, J., & deVilliers, P. (2000). Linguistic determinism and the understanding of false beliefs. In P. Mitchell & K. Riggs (Eds.), Children's reasoning and the mind (pp. 191-228). Hove, UK: Psychology Press.
24. deVilliers, J., & Pyers, J. (2002). Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief-understanding. Cognitive Development, 17, 1037-1060.
25. deVilliers, P., & Pyers, J. (2001). Complementation and false-belief representation. In M. Almgren, A. Barrena, M. Ezeizabarrena, I. Idiazabel, & B. MacWhinney (Eds.), Research on child language acquisition: Proceedings of the 8th Conference of the International Association for the Study of Child Language (pp. 984-1005). Somerville, MA: Cascadilla Press. [cited in Schick et al., 2007.].
26. Elliott, C. (1990). Differential Ability Scales. San Antonio TX: Psychological Corporation.
27. Fiese, B. (1990). Playful relationships: A contextual analysis of mother-toddler interaction and symbolic play. Child Development, 61, 1648-1656.
28. Figueras-Costa, B., & Harris, P. (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.
29. Geers, A. (2006). Spoken language in children with cochlear implants. In P. Spencer & M. Marschark (Eds.), Advances in the spoken language development of deaf and hard-of-hearing children (pp. 244-270). New York: Oxford University Press.
30. Hammill, D., Pearson, N., & Wiederholt, J. L. (1996). Comprehensive Test of Non-Verbal Intelligence-2. Los Angeles: Western Psychological Corporation.
31. Haskins, H. (1949). A phonetically balanced test of speech discrimination for children. Unpublished master's thesis. Northwestern University. Evanston, Illinois.
32. Hauser, P., Lukomski, J., & Hillman, T. (2008). Development of deaf and hard-of-hearing students' executive function. In M. Marschark & P. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 286-308). New York: Oxford University Press.
33. Leslie, A. (1994). Pretending and believing: Issues in the theory of ToMM. Cognition, 50, 211-238.
34. 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.
35. Maculay, C., & Ford, R. (2006). Language and theory-of-mind development in prelingually deafened children with cochlear implants: A preliminary investigation. Cochlear Implants International, 7, 1-14.
36. Marschark, M. & Wauters, L. (2008). Language comprehension and learning by deaf students. In, M. Marschark & P. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 309-350). New York: Oxford University Press.
37. McCune, L. (1995). A normative study of representational play at the transition to language. Developmental Psychology, 31, 198-206.
38. McCune-Nicholich, L. (1983). A manual for analyzing free play. Unpublished manuscript.
39. Meadow-Orlans, K., Spencer, P., & Koester, L. (2004). The world of the deaf infant. New York: Oxford University Press.
40. Meadow-Orlans, K., & Steinberg, A. (1993). Effects of infant hearing loss and maternal support on mother-infant interactions at eighteen months. Journal of Applied Developmental Psychology, 14, 407-426.
41. Milligan, K., Astington, J., & Dack, L. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78, 622-646.
42. Moeller, M. P., & Schick, B. (2006). Relations between maternal input and theory of mind understanding in deaf children. Child Development, 77, 751-766.
43. Peterson, C., & Siegal, M. (1995). Deafness, conversation and theory of mind. Journal of Child Psychology and Psychiatry, 36, 459-474.
44. Peterson, C., & Siegal, M. (2000). Insights into a theory of mind from deafness and autism. Mind and Language, 15, 123-145.
45. Peterson, C., Wellman, H., & Liu, D. (2005). Steps in theory-of-mind development for children with deafness or autism. Child Development, 76, 502-517.
46. Piaget, J. (1952). The origins of intelligence in children. New York: Norton.
47. Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton.
48. Povinelli, D., & DeBlois, S. (1992). Young children's (Homo sapiens) understanding of knowledge formation in themselves and others. Journal of Comparative Psychology, 106, 228-238.
49. Quittner, A., Smith, L., Osberger, M., Mitchell, T., & Katz, D. (1994). The impact of audition on the development of visual attention. Psychological Science, 5, 347-353.
50. Raven, J. (1962). Coloured progressive matrices. London: H. K. Lewis.
51. Remmel, E., & Peters, K. (2009). Theory of mind and language in children with cochlear implants. Journal of Deaf Studies and Deaf Education, 14, 218-236.
52. Reynell, J., & Huntley, M. (1985). Reynell developmental language scales, 2nd edition, revised. Windsor, UK: NFER-Nelson.
53. Reznick, J., & Goldsmith, L. (1989). A multiple form word production checklist for assessing early language. Journal of Child Language, 16, 91-100.
54. Rochat, P. (2001). The infant's world. Cambridge, MA: Harvard University Press.
55. Rogers, S., & Pennington, B. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3, 137-162.
56. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
57. Scarborough, H. (1990). Index of Productive Syntax. Applied Psycholinguistics, 11, 1-22.
58. Schick, B., deVilliers, P., deVilliers, J., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development, 78, 376-396.
59. Schirmer, B. (1989). Relationships between imaginative play and language development in hearing-impaired children. American Annals of the Deaf, 134, 219-222.
60. Slade, A. (1987). Quality of attachment and early symbolic play. Developmental Psychology, 23, 78-85.
61. Snyder, L., & Yoshinaga-Itano, C. (1998). Specific play behaviors and the development of communication in children with hearing loss. Volta Review, 100, 165-186.
62. Spencer, P. (1993a). Communication behaviors of infants with hearing loss and their hearing mothers. Journal of Speech and Hearing Research, 36, 311-321.
63. Spencer, P. (1933b). The expressive communication of hearing mothers and deaf infants. American Annals of the Deaf, 138, 275-283.
64. Spencer, P. (1996). The association between language and symbolic play at two years: Evidence from deaf toddlers. Child Development, 67, 867-876.
65. Spencer, P. (2000). Looking without listening: Is audition a prerequisite for normal development of visual attention during infancy?. Journal of Deaf Studies and Deaf Education, 5, 291-302.
66. Spencer, P. & Hafer, J. (1998). Play as "window" and "room": Assessing and supporting the cognitive and linguistic development of deaf infants and young children. In M. Marschark & D. Clark (Eds.), Psychological perspectives on deafness, Volume 2 (pp. 131-152). Hillsdale, NJ: Lawrence Erlbaum Associates.
67. Spencer, P., & Harris, M. (2006). Patterns and effects of language input to deaf infants and toddlers from deaf and hearing mothers. In B. Schick, M. Marschark, & P. Spencer (Eds.), Advances in the sign language development of deaf children (pp. 71-101). New York: Oxford University Press.
68. Spencer, P., & Meadow-Orlans, K. (1996). Play, language, and maternal responsiveness: A longitudinal study of deaf and hearing infants. Child Development, 67, 3176-3191.
69. Spencer, P., Marschark, M., & Spencer, L. (in press). Cochlear implants: Advances, issues, and implications. To appear in M. Marschark & P. Spencer (Eds.), Oxford handbook of deaf studies, language, and education. Vol. 1, Revised. New York: Oxford University Press.
70. Stone, M., & Wright, B. (1979). Knox's Cube Test. Wood Dale, IL: Stoelting.
71. Vibbert, M., & Bornstein, M. (1989). Specific associations between domains of mother-child interaction and toddler referential language and pretense play. Infant Behavior and Development, 12, 163-184.
72. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
73. Waxman, R., & Spencer, P. (1997). What mothers do to support infant visual attention: Sensitivities to age and hearing status. Journal of Deaf Studies and Deaf Education, 2, 104-114.
74. Wellman, H., & Liu, D. (2004). Scaling of theory of mind tasks. Child Development, 75, 523-541.
75. Wood, D. (1989). Social interaction as tutoring. In M. Bornstein & J. Bruner (Eds.), Interaction in human development (pp. 59-80). Hillsdale, NJ: Lawrence Erlbaum Associates.
76. Woodward, A., & Needham, A. (2009). Learning and the infant mind. New York: Oxford University Press.
77. Woolfe, T., Want, S., & Siegal, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73, 768-778.
78. Yoshinaga-Itano, C., Snyder, L., & Day, D. (1998). The relationship of language and symbolic play in children with hearing loss. Volta Review, 100, 135-165.
79. Youngblade, L., & Dunn, J. (1995). Individual differences in young children's pretend play with mother and sibling: Links to relationships and understanding of other people's feelings and beliefs. Child Development, 66, 1472-1492.
80. Zaitchik, D. (1990). When representations conflict with reality: The preschooler's problem with false beliefs and "false" photographs. Cognition, 35, 41-68.