The development of theory of mind in deaf children

Article Abstract:

Children develop abilities widely referred to as theory of mind in the course of normal development during their preschool years that provide them with a powerful social tool for explaining, predicting and manipulating the behavior of other people. A study was conducted to probe the generality of the finding that deaf children experience difficulty with theory of mind tasks and to check on the possibility of an age-related improvement in deaf children's theory of mind ability. The results and implications are discussed.

Children, Epistemology, Learning, Psychology of, Learning theory (Psychology), Learning ability, Knowledge, Theory of, in children, Perceptually handicapped children

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Understanding theory of mind in children who are deaf

Article Abstract:

This article examines children's stories to investigate theory of mind, or the awareness of others' emotional and cognitive states, in deaf and hearing children. Findings indicate that deaf subjects were capable of making attributions regarding mental states in others and they included more attributional descriptions in stories than hearing subjects.

United Kingdom, Sign language, Fiction by children, Attribution (Social psychology) in children, Childhood attribution

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Perceived maternal control and support: effects on hostile biased social information processing and aggression among clinic-referred children with high aggression

Article Abstract:

This article examines the relationship between children's perceptions of maternal support and control, hostility, and aggressive behavior. Findings from a longitudinal study indicate that perceptions of maternal control and support are significantly associated with hostile social cognition which mediates aggressive behavior.

Aggressiveness (Psychology) in children, Childhood aggressiveness, Mother and child, Mother-child relations, Hostility (Psychology), Hostility, Control (Psychology)

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