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首页> 外文期刊>Developmental psychology >Language access and theory of mind reasoning: evidence from deaf children in bilingual and oralist environments
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Language access and theory of mind reasoning: evidence from deaf children in bilingual and oralist environments

机译：语言访问和心理推理理论：双语和口语环境下聋哑儿童的证据

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摘要

This investigation examined whether access to sign language as a medium for instruction influences theory of mind (TOM) reasoning in deaf children with similar home language environments. Experiment I involved 97 deaf Italian children ages 4-12 years: 56 were from deaf families and had LIS (Italian Sign Language) as their native language, and 41 had acquired LIS as late signers following contact with signers outside their hearing families. Children receiving bimodal/bilingual instruction in LIS together with Sign-Supported and spoken Italian significantly outperformed children in oralist schools in which communication was in Italian and often relied on lipreading. Experiment 2 involved 61 deaf children in Estonia and Sweden ages 6-16 years. On a wide variety of ToM tasks, bilingually instructed native signers in Estonian Sign Language and spoken Estonian succeeded at a level similar to age-matched hearing children. They outperformed bilingually instructed late signers and native signers attending oralist schools. Particularly for native signers, access to sign language in a bilingual environment may facilitate conversational exchanges that promote the expression of TOM by enabling Children to monitor others' mental states effectively.
机译：这项调查研究了使用手语作为教学语言的媒介是否会影响具有相似家庭语言环境的聋儿的心理理论（TOM）推理。实验一涉及了97名4-12岁的意大利聋哑儿童：56名来自聋人家庭，并且以LIS（意大利手语）作为母语，而41名在与听力家人以外的签名人接触后获得了LIS作为后期签名人。在LIS中接受双峰/双语教学的孩子，以及带有Sign支持和口语的意大利语学生，在口语学校中的表现要好得多，在这些学校中，口语学校使用意大利语进行交流，并且经常依靠口头阅读。实验2涉及爱沙尼亚和瑞典的6至16岁的61名聋哑儿童。在各种各样的ToM任务中，双语授课的爱沙尼亚手语和爱沙尼亚语的母语者成功地达到了与年龄匹配的听力儿童相似的水平。他们的表现要优于双语授课的晚期签名者和上口语学校的本地签名者。特别是对于本地签名者而言，在双语环境中访问手语可以通过使儿童有效地监视他人的心理状态来促进对话交流，从而促进TOM的表达。

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