Reading and Theory of Mind in Adolescents with Cochlear Implant

被引：13

作者：

Figueroa, Mario ^{[1
]}

Darbra, Sonia ^{[2
]}

Silvestre, Nuria ^{[1
]}

机构：

[1] Autonoumous Univ Barcelona, Dept Basic Dev & Educ Psychol, Barcelona, Spain

[2] Autonomous Univ Barcelona, Neurosci Inst, Dept Psychobiol & Methodol Hlth Sci, Barcelona, Spain

来源：

JOURNAL OF DEAF STUDIES AND DEAF EDUCATION | 2020年 / 25卷 / 02期

关键词：

DEAF-CHILDREN; LANGUAGE-DEVELOPMENT; EMOTION RECOGNITION; EXECUTIVE FUNCTION; SOCIAL COGNITION; COMPREHENSION; SKILLS; BENEFITS; AGE; DEPRIVATION;

D O I：

10.1093/deafed/enz046

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Previous research has shown a possible link between reading comprehension and theory of mind (ToM), but these findings are unclear in adolescents with cochlear implants (CI). In the present study, reading comprehension and ToM were assessed in adolescents with CI and the relation between both skills was also studied. Two sessions were performed on two groups of adolescents aged between 12 and 16 years of age (36 adolescents with CI and 54 participants with typical hearing, TH). They were evaluated by means of a standardized reading battery, a false belief task, and Faux Pas stories. The results indicated that reading and cognitive ToM were more developed in the TH group than in adolescents with CI. However, early-CI and binaural group performance were close to the TH group in narrative and expository comprehension and cognitive ToM. The results also indicated that cognitive ToM and reading comprehension appear to be related in deaf adolescents.

引用

页码：212 / 223

页数：12

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