Theory Of Mind And Affects In Deaf Children

This paper analyses the development of theory of mind, from a relational-affective point of view (Liverta-Sempio & Marchetti, 2001) in a group of profoundly deaf children aged 6 to 12, with hearing parents. They have been in a school for both hearing and deaf children, in the north of Italy, since the first class. The school aims to use the same language for everyone, so verbal language is gradually added to the deaf children's communicative system. As we believe that theory of mind...

Theory Of Mind The Sense Of Personal Continuity In The Adult At Work

We can now proceed in the defined framework of reflective organization, to zoom in and highlight the individual dimension, studying in depth the widely discussed issue of the effects of job flexibility on personal identity5. The current job market is characterized largely by instability and rapid change. For companies, market globalisation and the introduction of Information Communication Technology are leading to the relentless reorganization of products typology, manufacturing processes and,...

Falsebelief Understanding Beliefdesire Understanding And Metacognitive Vocabulary

The first one was to replicate the results obtained in the first and second studies about the relationships between mental vocabulary and the comprehension of epistemic mental states the second one was to examine the developmental trend of a different kind of mental state understanding, i.e. emotional mental state understanding, and its relationship with the comprehension of false belief. We present only the new tasks introduced in this study. The other measures...

The Deaf Child And His Development

Sacks' expression (1989) Seeing voices, after which his book on deafness is entitled, can help the hearing to understand the phenomenon because it brings the unknown nearer to the known. Seeing voices refers to the deaf person's ability to transform sound into images, rendering voices visual, almost as if eyes translate movement into sound. Normally, when we become aware of an object our senses converge without our realising it all five senses may be involved simultaneously and objects are...

References

Theory of mind goes to school. Educational Leadership 1998 56, 3 46-48. Astington J., Jenkins J. A longitudinal study of the relation between language and theory of mind development. Developmental Psychology 1999 35 1311-1320. Astington J., Pelletier J. Language and metalanguage in children's understanding of the mind. Poster presented at the meetings of the Cognitive Development Society 1999 Chapel Hill, NC. Astington, J., Pelletier, J. The language of mind Its relation to...

Japanese Translations Of Books In English

However compelling the findings of the Dyer (2004) study, they are, of course, limited by the nature of the analyses on the sets of different books in the two languages. Shatz, Dyer and their colleagues also examined translations of children's books because they surmised it might be easier to discover subtle differences when overall textual content was held constant. That is, they asked whether the very same books were true to the original audience's standards, or whether the books might be...

Mental Verbs In Different Domains

The task was presented to two-hundred and seven Italian students, divided in the following school levels - Grade 3 (eight years of age) and 5 (ten years of age) of Primary School (respectively 20 males plus 14 females and 20 males plus 24 females) - Grade 2 (twelve years of age) of Junior High School (19 males plus 17 females) - Grade 2 (fourteen years of age) of Senior High School (20 males plus 22 females) - undergraduates attending different faculties (25 males plus 26 females, ranging in...

Mental Vocabulary And Understanding Of Epistemic Mental States Context As Task Content

Four different false-belief tasks were chosen to test metarepresentational competencies involved in understanding epistemic mental states. We employed two first-order false-belief tasks a standard Change-in-location task (Wimmer & Perner, 1983) and a standard Unexpected-content task (Perner, Leekam & Wimmer, 1987 Gopnik & Astington, 1988). In the first task children were presented a short puppet story. The story said that John put a ball in a box. Then John went away. While he was...

Exploring The Generality Of Cultural Influences

Despite their similar status as economically advantaged, industrialized countries, the U.S. and Japan are vastly different, in the heterogeneity of their populations, in their histories, and in their beliefs and practices about personal relations. The various analyses of children's books in these two such different countries revealed both similarities and differences in the representation of mental states. To determine the generality of this finding, we asked whether a comparison of books...

Study

The aims of Study 1 were to examine how theory of mind, metacognitive language, phonological processing and reading comprehension related to each other among L1 and L2 learners. In the province of Ontario, all school children undergo standardized achievement testing in Grades 3, 6 and 9. This study was designed to examine how metacognitive factors related to children's performance on the wide-scale reading achievement test in Grade 3. It was important to examine this relation for L1 and L2...