Just listen to your mind: Consequences of theory of mind development for deaf or hard-of-hearing children

Abstract

Background: Previous research reveals relations between theory of mind (ToM) and cognitive outcomes, but mostly among typically developing children.

Aim: To study these relations in children with developmental difficulties, this longitudinal study investigated the cognitive consequences of ToM in deaf or hard-of-hearing (DHH) children.

Methods and procedures: One hundred and thirty-four (X = 9.2 years) participants were assessed in three waves, i.e., one wave every ten months. The participants completed the ToM scale, language and literacy skills (LLS) tests, the academic self-concept in language (ASC-L) questionnaire, and the sensitivity to criticism measure.

Outcomes and results: The results revealed that high levels of children's ToM ability predicted higher levels of LLS 20 months later. Mediators of this association were sensitivity to criticism and ASC-L. Controlling for LLS at T1, ASC-L at T2 mediated the relations between ToM and LLS at T3. Moreover, sensitivity to criticism predicted ASC-L, and sensitivity to criticism and ASC-L mediated the relation between ToM and LLS at T3. That is, children who were sensitive to criticism and held positive views of their academic self were also better skilled in ToM and in LLS.

Conclusions and implications: Our results can help improve the education of DHH students.

Keywords: Academic self-concept in language; Deaf or hard-of-hearing children; Language and literacy skills; Sensitivity to criticism; Theory of mind.