TY - JOUR
T1 - False belief development in children who are hard of hearing compared with peers with normal hearing
AU - Walker, Elizabeth A.
AU - Ambrose, Sophie E
AU - Oleson, Jacob
AU - Moeller, Mary Pat
N1 - Funding Information:
Research reported in this publication was supported by the National Institute on Deafness and Other Communication Disorders of the National Institutes of Health under award number R01DC009560 (coprincipal investigators, J. Bruce Tomblin, The University of Iowa, and Mary Pat Moeller, Boys Town National Research Hospital) and R01DC013591 (principal investigator, Ryan W. McCreery). The content of this project is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute on Deafness and Other Communication Disorders of the National Institutes of Health. Several people provided support, assistance, and feedback at various points in the project, including Peter de Villiers, J. Bruce Tomblin, Wendy Fick, Sarah Al-Salim, Lauren Bricker, Alexandra Redfern, and Marlea O’Brien. Special thanks go to the examiners at The University of Iowa, Boys Town National Research Hospital, and The University of North Carolina at Chapel Hill, as well as the families and children who participated in the research.
Publisher Copyright:
© 2017 American Speech-Language-Hearing Association.
PY - 2017/12
Y1 - 2017/12
N2 - Purpose: This study investigates false belief (FB) understanding in children who are hard of hearing (CHH) compared with children with normal hearing (CNH) at ages 5 and 6 years and at 2nd grade. Research with this population has theoretical significance, given that the early auditory– linguistic experiences of CHH are less restricted compared with children who are deaf but not as complete as those of CNH. Method: Participants included CHH and CNH who had completed FB tasks as part of a larger multicenter, longitudinal study on outcomes of children with mild-to-severe hearing loss. Both cross-sectional and longitudinal data were analyzed. Results: At age 5 years, CHH demonstrated significant delays in FB understanding relative to CNH. Both hearing status and spoken-language abilities contributed to FB performance in 5-year-olds. A subgroup of CHH showed protracted delays at 6 years, suggesting that some CHH are at risk for longer term delays in FB understanding. By 2nd grade, performance on 1st- and 2nd-order FBs did not differ between CHH and CNH. Conclusions: Preschool-age CHH are at risk for delays in understanding others’ beliefs, which has consequences for their social interactions and pragmatic communication. Research related to FB in children with hearing loss has the potential to inform our understanding of mechanisms that support social–cognitive development, including the roles of language and conversational access.
AB - Purpose: This study investigates false belief (FB) understanding in children who are hard of hearing (CHH) compared with children with normal hearing (CNH) at ages 5 and 6 years and at 2nd grade. Research with this population has theoretical significance, given that the early auditory– linguistic experiences of CHH are less restricted compared with children who are deaf but not as complete as those of CNH. Method: Participants included CHH and CNH who had completed FB tasks as part of a larger multicenter, longitudinal study on outcomes of children with mild-to-severe hearing loss. Both cross-sectional and longitudinal data were analyzed. Results: At age 5 years, CHH demonstrated significant delays in FB understanding relative to CNH. Both hearing status and spoken-language abilities contributed to FB performance in 5-year-olds. A subgroup of CHH showed protracted delays at 6 years, suggesting that some CHH are at risk for longer term delays in FB understanding. By 2nd grade, performance on 1st- and 2nd-order FBs did not differ between CHH and CNH. Conclusions: Preschool-age CHH are at risk for delays in understanding others’ beliefs, which has consequences for their social interactions and pragmatic communication. Research related to FB in children with hearing loss has the potential to inform our understanding of mechanisms that support social–cognitive development, including the roles of language and conversational access.
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U2 - 10.1044/2017_JSLHR-L-17-0121
DO - 10.1044/2017_JSLHR-L-17-0121
M3 - Article
C2 - 29209697
AN - SCOPUS:85038861346
SN - 1092-4388
VL - 60
SP - 3487
EP - 3506
JO - Journal of Speech and Hearing Disorders
JF - Journal of Speech and Hearing Disorders
IS - 12
ER -