title: Specific language impairment, theory of mind, and visual perspective taking: evidence for simulation theory and the developmental role of language.
abstract: Recent research has found that the acquisition of theory of mind (ToM) is delayed in children with specific language impairment (SLI). The present study used a battery of ToM and visual perspective taking (VPT) tasks to investigate whether the delayed acquisition of ToM in children with SLI is associated with delayed VPT development. Harris' (1992, 1996) simulation theory predicts that the development of VPT will be delayed. Participants were 20 children with SLI (M=62.9 months) and 20 typically developing children (M=61.2 months) who were matched for nonverbal ability, gender, and age. The results supported Harris' theory and a role for language in ToM and VPT development.
authors.affiliation: School of Psychology M304, University of Western Australia, 35 Stirling Hwy. Crawley, Western Australia 6009, Australia. farrab01@student.uwa.edu.au
authors.forename: Brad M
authors.initials: BM
authors.lastname: Farrant
authors.forename: Janet
authors.initials: J
authors.lastname: Fletcher
authors.forename: Murray T
authors.initials: MT
authors.lastname: Maybery
mesh_terms: D002648:Child; D002657:Child Development; D003072:Cognition Disorders / Q000175:diagnosis / Q000453:epidemiology*; D005260:Female; D006801:Humans; D007806:Language Disorders / Q000175:diagnosis* / Q000453:epidemiology*; D008297:Male; D015995:Prevalence; D011582:Psychological Theory; D013997:Time Factors; D014706:Verbal Learning; D014796:Visual Perception