title: Deafness, thought bubbles, and theory-of-mind development.
abstract: The processes and mechanisms of theory-of-mind development were examined via a training study of false-belief conceptions in deaf children of hearing parents (N = 43). In comparison to 2 different control conditions, training based on thought-bubble instruction about beliefs was linked with improved false-belief understanding as well as progress on a broader theory-of-mind scale. By combining intervention, microgenetic, and developmental scaling methods, the findings provide informative data about the nature and mechanisms of theory-of-mind change in deaf children, as well as an initial demonstration of a useful intervention for enhancing social cognition in deaf children of hearing parents. The methods and results also point to possible avenues for the study of conceptual change more generally.
authors.affiliation: Center for Human Growth and Development, University of Michigan.
authors.forename: Henry M
authors.initials: HM
authors.lastname: Wellman
authors.forename: Candida C
authors.initials: CC
authors.lastname: Peterson
mesh_terms: D000293:Adolescent; D000704:Analysis of Variance; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003072:Cognition Disorders / Q000209:etiology*; D003210:Concept Formation / Q000502:physiology*; D003638:Deafness / Q000503:physiopathology* / Q000523:psychology* / Q000628:therapy; D005260:Female; D006801:Humans; D008297:Male; D012938:Social Perception; D013663:Teaching; D056345:Theory of Mind
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