Theory-of-Mind Development in Young Deaf Children With Early Hearing Provisions
Chi-Lin Yu1, Christopher M Stanzione2, Henry M Wellman1
1Department of Psychology, University of Michigan.
Psychological Science
|December 14, 2020
Summary
Early hearing provision and language development significantly enhance theory-of-mind (ToM) in deaf and hard-of-hearing (DHH) children. Accumulated hearing experience, facilitated by cochlear implants and hearing aids, positively impacts ToM growth in spoken language users.
Area of Science:
- Developmental Psychology
- Audiology
- Linguistics
Background:
- Deaf and hard-of-hearing (DHH) children often experience delays in theory-of-mind (ToM) development.
- The impact of early hearing interventions on ToM in DHH children acquiring spoken language is not well understood.
Purpose of the Study:
- To investigate if young DHH children with early hearing provision show different ToM development compared to older cohorts.
- To characterize the ToM abilities of DHH children with early access to hearing technology.
Main Methods:
- Studied 84 DHH children aged 3–6 years, primarily acquiring spoken language.
- Assessed ToM using a five-step scale and measured language abilities.
- Correlated accumulated hearing experience (via cochlear implants/hearing aids) with ToM development.
Main Results:
- Accumulated hearing experience was found to influence ToM development in DHH children.
- Language abilities mediated the relationship between hearing experience and ToM growth.
- Children with greater language proficiency, due to longer use of hearing devices, exhibited better ToM.
Conclusions:
- Early hearing provision and subsequent language development are critical for ToM in DHH children using spoken language.
- Findings highlight the interconnectedness of hearing, language, and ToM development in this population.
- Addresses key theoretical and practical questions regarding ToM development in DHH children.
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