Till sidans topp

Sidansvarig: Webbredaktion
Sidan uppdaterades: 2012-09-11 15:12

Tipsa en vän
Utskriftsversion

Language Access and Menta… - Göteborgs universitet Till startsida
Webbkarta
Till innehåll Läs mer om hur kakor används på gu.se

Language Access and Mentalizing Abilities: Evidence From Bilingually and Orally Instructed Deaf Children.

Paper i proceeding
Författare Marek Meristo
Kerstin Watson Falkman
Erland Hjelmquist
M Tedoldi
L Surian
L Siegal
Publicerad i SRCD Biennal Meeting, Boston, USA, 29 March – 1 April, 2007
Publiceringsår 2007
Publicerad vid Psykologiska institutionen
Språk en
Ämnesord Cognitive development, deafness, theory of mind
Ämneskategorier Psykologi

Sammanfattning

We report the results of two studies designed to examine the effects of access to language at home and school on the mentalizing abilities of deaf children. The children were either from families with a parental deaf signer and acquired a sign language as their native language or were from hearing families and acquired a sign language later in their development. Some children attended oralist schools where instruction was in a spoken language and communication often relied on lip-reading. Others attended bilingual schools where both a sign and spoken language were used. In our first study, 75 deaf children in Estonia and Sweden aged 6 to 16 years were compared on a battery of mentalizing tasks concerning others’ beliefs and emotions. Native signers attending a school using sign language outperformed those from an oralist school as well as deaf children from hearing homes either educated at a signing or an oralist school. In our second study, the participants were 97 Italian deaf children aged 4 to 12 years. There was no significant difference in theory of mind reasoning using “thought picture” measures between bilingually instructed Italian native signers and a group of 56 hearing children aged 3 to 7 years. However, the hearing children significantly outperformed the oralist-instructed native and late signers regardless of the language of instruction. We discuss these results in terms of the advantage of continuing access to a sign language for native signers that may serve to promote conversational-attentional resources that facilitate mentalizing abilities.

Sidansvarig: Webbredaktion|Sidan uppdaterades: 2012-09-11
Dela:

På Göteborgs universitet använder vi kakor (cookies) för att webbplatsen ska fungera på ett bra sätt för dig. Genom att surfa vidare godkänner du att vi använder kakor.  Vad är kakor?