Developmental Characteristics of Cognitive Perspective-Taking in Deaf Children: Differences in Reading Ability
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Purpose: Cognitive perspective-taking (CPT) refers to the ability to understand how others think and to imagine what intentions others have. This study investigated the characteristics of CPT in deaf children with different levels of reading ability. Method: The measures consisted of non-verbal and verbal tasks that differed in linguistic load, and each task had two levels of difficulty (first- and second-order false beliefs). The participants—100 deaf children in the 1st to 6th grades of an elementary school for the deaf—were divided into 6 groups by grade and reading ability. Results: The children with higher reading ability scored higher on the CPT tasks across grades and showed steady development in CPT with grade. The children with lower reading ability showed an obvious improvement in their CPT scores from the lower to upper grades on easy non-verbal tasks, but did not improve sufficiently on difficult verbal tasks, even in the upper grades. Conclusion: The performance of the participants with a lower reading ability on CPT tasks was strongly influenced by the task’s linguistic load and difficulty.
Abstract
Purpose: Cognitive perspective-taking (CPT) refers to the ability to understand how others think and to imagine what intentions others have. This study investigated the characteristics of CPT in deaf children with different levels of reading ability. Method: The measures consisted of non-verbal and verbal tasks that differed in linguistic load, and each task had two levels of difficulty (first- and second-order false beliefs). The participants—100 deaf children in the 1st to 6th grades of an elementary school for the deaf—were divided into 6 groups by grade and reading ability. Results: The children with higher reading ability scored higher on the CPT tasks across grades and showed steady development in CPT with grade. The children with lower reading ability showed an obvious improvement in their CPT scores from the lower to upper grades on easy non-verbal tasks, but did not improve sufficiently on difficult verbal tasks, even in the upper grades. Conclusion: The performance of the participants with a lower reading ability on CPT tasks was strongly influenced by the task’s linguistic load and difficulty.
참고문헌 (39)
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