Insights into theory of mind from deafness and autism.

By C. Peterson, Michael Siegal. 2000

353 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1ec1f32f74b6e949cd3700b2269678152555741e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. V. Ornaghi
2. C. Fernández
3. C. Peterson
4. C. Hughes
5. V. Slaughter
6. J. de Villiers
7. M. de Rosnay
8. F. Pons

In Experimental and Cognitive Psychology

1. V. Slaughter
2. B. Korkmaz
3. C. Peterson
4. C. Fernández
5. C. Hughes
6. J. de Villiers
7. Susan A. Gelman
8. S. Leekam

Citations in the corpus

• Darwin's mistake: Explaining the discontinuity between human and nonhuman minds (2008, neutral): “Although late-signing deaf children's cognitive abilities may not be " normal, " they nevertheless manifest grammatical , logical, and causal reasoning abilities far beyond those of any nonhuman subject (Peterson & Siegal 2000).”
• Mindful storytellers: Emerging pragmatics and theory of mind development (2013, background): “…skills to ToM development also has been corroborated in studies with deaf children who have limited or delayed exposure to conversations about mental states and frequently show difficulties with false-belief tasks (Davies & Stone, 2003; Peterson & Siegal, 2000; Peterson & Slaughter, 2006).”
• Cognitive theories of autism (2007, background): “…between ToM & EF in a number of studies of mainly typically developing children, and the ways in which ToM & EF might be related Not applicable Peterson and Siegal (2000) Review Not applicable Children who are late sign false belief tasks beyond t Woolfe et al. (2002) Experiment Not…”
• Theory of Mind and Neurodevelopmental Disorders of Childhood (2011, background): “Hence, the majority of deaf children tend to be delayed in acquiring ToM and perform no better than autistic children of the same mental age (62).”
• Individual Differences in Theory of Mind From Preschool to Adolescence: Achievements and Directions (2015, neutral): “mind for typically developing preschoolers and (13) and young children with hearing impairments born to either deaf or hearing parents (14); training studies in which exposure to mental-state discourse improves preschoolers’ theory of mind (15); and cross-cultural contrasts in the timing (16) and se”
• What are the Links Between Theory of Mind and Social Relations? Review, Reflections and New Directions for Studies of Typical and Atypical Development (2004, background): “…deaf children with hearing parents) but not ‘native signers’ (deaf children with deaf parents) are also delayed in their understanding of false belief (Courtin & Melot, 1998; de Villiers & de Villiers, 2000; Figueras Costa & Harris, 2001; Peterson & Siegal, 1997, 1998, 2000; Hosie et al., 2000).”
• Social Cognition, Language Acquisition and The Development of the Theory of Mind (2001, background): “Peterson and Siegal (2000) review the results of 11 separate studies of false belief understanding in signing profoundly deaf children published between 1995 and 1999.”
• The Role of Language Games in Children's Understanding of Mental States: A Training Study (2011, background): “…this hypothesis, other researchers have investigated the role of discourse interactions and participation in conversations on children’s understanding of mental states and false beliefs (de Rosnay & Hughes, 2006; Ensor & Hughes, 2008; Peterson & Siegal, 2000; Turnbull, Carpendale, & Racine, 2009).”
• Constructing an understanding of mind: The development of children's social understanding within social interaction (2004, background): “First, deaf children with deaf parents develop false-belief understanding within the typical time frame, whereas deaf children with hearing parents do not do so (Peterson & Siegal 2000).”
• The Interface of Language and Theory of Mind. (2007, background): “Testing this population has revealed that their language delays have a very significant impact on their false belief reasoning even when the tasks are nonverbal (de Villiers and de Villiers, 2000; Peterson and Siegal, 2000; Woolfe et al., 2002; P.A. de Villiers, 2005).”
• Learning from others: children's construction of concepts. (2009, background): “Studies with deaf children suggest that experience with rich home conversations, including discussion of needs, desires, beliefs, and other mental states, may have a profound influence on children’s theory-of-mind development (Peterson & Siegal 2000).”