False belief development in children who are hard of hearing compared with peers with normal hearing

Elizabeth A. Walker, Sophie E Ambrose, Jacob Oleson, Mary Pat Moeller

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)3487-3506
Number of pages20
JournalJournal of Speech, Language, and Hearing Research
Volume60
Issue number12
DOIs
StatePublished - Dec 2017

Fingerprint

Child Development
Hearing
Hearing Loss
Language
school grade
False Belief
Peers
preschool age
Aptitude
spoken language
Linguistics
Interpersonal Relations
Research
Multicenter Studies
performance
Longitudinal Studies
longitudinal study
pragmatics
Communication
linguistics

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

Cite this

False belief development in children who are hard of hearing compared with peers with normal hearing. / Walker, Elizabeth A.; Ambrose, Sophie E; Oleson, Jacob; Moeller, Mary Pat.

In: Journal of Speech, Language, and Hearing Research, Vol. 60, No. 12, 12.2017, p. 3487-3506.

Research output: Contribution to journalArticle

@article{5a0cd2741f6242a3ab2cc3980a08ce18,
title = "False belief development in children who are hard of hearing compared with peers with normal hearing",
abstract = "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.",
author = "Walker, {Elizabeth A.} and Ambrose, {Sophie E} and Jacob Oleson and Moeller, {Mary Pat}",
year = "2017",
month = "12",
doi = "10.1044/2017_JSLHR-L-17-0121",
language = "English (US)",
volume = "60",
pages = "3487--3506",
journal = "Journal of Speech, Language, and Hearing Research",
issn = "1092-4388",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "12",

}

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

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.

UR - http://www.scopus.com/inward/record.url?scp=85038861346&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85038861346&partnerID=8YFLogxK

U2 - 10.1044/2017_JSLHR-L-17-0121

DO - 10.1044/2017_JSLHR-L-17-0121

M3 - Article

C2 - 29209697

AN - SCOPUS:85038861346

VL - 60

SP - 3487

EP - 3506

JO - Journal of Speech, Language, and Hearing Research

JF - Journal of Speech, Language, and Hearing Research

SN - 1092-4388

IS - 12

ER -