UNLABELLED The current study addressed deaf children's Theory of Mind (ToM) development as measured by a battery of first- and second-order belief tasks. Both a chronological age-matched control group and a younger group of pre-school aged hearing children were compared to a group of deaf children born to hearing parents. A hearing native signer enacted each of the tasks, which were pre-recorde...

Previous studies show that typically developing 4-year old children can understand other people's false beliefs but that deaf children of hearing families have difficulty in understanding false beliefs until the age of approximately 13. Because false beliefs are implicit mental states that are not expressed through clear visual cues in standard false belief tasks, the present study examines the...

Deaf children have been characterized as being impulsive, distractible, and unable to sustain attention. However, past research has tested deaf children born to hearing parents who are likely to have experienced language delays. The purpose of this study was to determine whether an absence of auditory input modulates attentional problems in deaf children with no delayed exposure to language. Tw...

Research on shared reading has shown positive results on children's literacy development in general and for deaf children specifically; however, reading techniques might differ between these two populations. Families with deaf children, especially those with deaf parents, often capitalize on their children's visual attributes rather than primarily auditory cues. These techniques are believed to...

Researchers and educators of the deaf often suggest that deaf children have a particular problem in understanding metaphorical uses of natural language. This paper reports two experiments whose results are incompatible with this view. Profoundly deaf children were presented with several short stories and were instructed to select (from a set of 4 alternatives) the sentence they thought best com...

In the work is investigated the state of formation of communication skills of deaf preschool children in conditions of use of sign & verbal languages. The use of psycho-lingual, socio-cultural approach for the study & development of communication of deaf children enabled to analyze the steps, tools, forms, content, structure, communication mechanisms & the specific characteristics of deaf presc...

 Abstract Background: The aim of this study was to determine the auditory performance of congenitally deaf children and the effect of cochlear implantation (CI) on speech intelligibility. Methods: Aprospective study was undertaken on 47 children in a pediatric tertiary referral center for CI. All children were deaf prelingually and were younger than 8 years of age. They were followed up until 5...

Although several studies have shown that deaf children demonstrated impaired performances on false-belief tasks, the children's belief understanding appeared intact when asked to explain emotions or behavior. However, this finding does not necessarily indicate a full-fledged theory of mind. This study aimed to investigate deaf children's negotiation strategies in false-belief situations, becaus...

Background In order to enhance social adaptability and communication skills of exceptional children, researchers are trying to find a more effective and reliable approach. The present study aimed to compare the effectiveness of Game Therapy and Emotional Intelligence Education on the social compatibility and communicative skills of hyperactive and deaf children. Materials and Methods The popula...