Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
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please send an email to:
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Questions will be answered
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Mary Pat Moeller, Ph.D.
Director, Center for Childhood Deafness
1
Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Acknowledgements
• Brenda Schick, Ph.D.
University of Colorado-Boulder
• Peter deVilliers, Ph.D.
Smith College
What We Will Cover
• What do we mean by theory of mind?
• How does it develop?
– And what is the evidence regarding children
who are deaf and hard of hearing?
• What experiences foster theory of mind
(ToM) development?
• How can we help parents promote
children’s social-cognitive development?
What Is Theory Of Mind?
• Children’s increasing awareness that
– self and others have feelings, thoughts,
beliefs, dreams
• Understanding events by referencing
internal states (thoughts, feelings)
• Understanding other points of view
– Perspective taking
• “Mind reading”
Astington, 1993; Wellman, 2002
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Why Is This Important??
• We rely on “mind reading” to make sense
of our world
• We predict what others know or might feel
as we plan communication
• We understand what we read by
considering how characters think or feel;
by “mind reading” the author
Used with permission
of the Norman
Rockwell foundation
Children Learn To Talk About:
• The landscape of action
– What we do
– How we do it
AND LATER…
• The landscape of
consciousness
– What we thought
– How that guided our actions
Jerome Bruner, 1986
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
About 2-3 Years Old
• Begin to talk about
-Wanting
-Emotions
-Some mental states
• Begin to predict what
other people will do
based on what they
see, feel and want
(Bartsch & Wellman, 1995)
Eve At 2 Years, 3 Months
Adult: Would you like to have a cookie?
Eve:
I want some cookie. Cookies, that
make me happy.
Schick, et al., ASHA Leader, 12/2002
Abby At 2 Years, 11 Months
• Abby:
• Adult:
• Abby:
I painted on them [her hands].
Why did you?
Because I thought my hands
are paper
Schick, et al: ASHA LEADER, 12/2002
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Jacob At 3 Years
M: Ah! What baby is that?
C: Sonia (his baby sister).
M: No, it’s Jacob. It’s when you were born! You were
born. See look at you. You were at the hospital.
C: It’s not Sonia!
M: It’s Jacob at the hospital. A little hat on and wrapped
in a blanket.
C: And he and you thought you were going to get a
checkup.
M: I thought I was going to get a checkup and instead I
got a baby?
C: Yeah,
Schick, 2005
M: Oh, how nice.
Adam At 3 Years 7 Months
• Adam tastes some glue
• Adam: I don’t like it.
• Adult: Why would you put that
in your mouth?
• Adam: I thought that was good.
Schick, et al, ASHA Leader, 12/2002
Gavin At Age 4
Stop the car! You
forgot to buckle
my seat belt…
when I realized it,
I was so worried!
Coordination of action and
consciousness in developing
narrative skills
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
About 4 To 5 Years
She thought
it was real.
She is just
teasing.
• Children understand that
someone can have a belief
that is false
– False belief
• People act on the
belief they have, even
if is it incorrect
• Requires dual cognitive
representations
– Can manipulate each
independently
• Better at using
metacognitive terms
– guess, know, remember
Abe At 4 Years 8 Months
• Abe:
• Adult:
• Abe:
Did you see the clouds?
That was smoke left over
from the fireworks
You thought that, but I
thought they was clouds
Schick, et al, ASHA Leader, 12/2002
Social-Cognitive Development
18 months
Intentionality
Symbolic Play
4 - 5 years
2 - 3 years
• False Belief
• Wanting
• Two representations
• Feeling
• Past events
• Emerging Mental talk
Schick, 2005
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Development Of The Landscape
Of Consciousness
I thought that he
knew that I already
found out about the
surprise party.
• Throughout childhood and
early adulthood
6 - 7 years
• Verbal reasoning
• Reality vs.
• Moral reasoning
imagination
• Narrative skills
• Second-order
• Pragmatic skills
false belief
Schick, 2005
Theory Of Mind Scale
Wellman & Liu (2005)
Diverse Desires
Diverse Beliefs
Knowledge Access
False Belief
Real-Apparent Emotions
Diverse Desires
People can want different things.
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Diverse Beliefs
Different people can have different beliefs.
Knowledge Access
If you see it, then you know it.
False Belief
1
What do you think
is in the box?
Crayons
2
3
Oh look what’s
really in the
box!
Now, let’s bring your
friend Joey in the
room. What will Joey
think is in this box?
A Spoon
Crayons
Spoon
Unexpected Contents
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Real-Apparent Emotions
People sometimes mask their true feelings
(smile when they are really upset)
What Is The Evidence
Theory of Mind Skills in Children who are D/HH?
Deaf Children And ToM
• Difficulty with mental state concepts
– Not inherent to deafness (Schick, deVilliers,
deVilliers & Hoffmeister, 2007)
– May be related to restricted access to fluent
communication and language
• Language delays can cause delays in
cognitive concepts
• Recent research with successful CI users–
suggests more typical development
• Delays observed in some HH children
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Percentage Of Children Passing False Belief
(Scores > 5/7)
100
n=178
90
86 oral;
90 signing
80
Percent of Group
70
60
Hearing
50
ASL-DoD
40
ASL-DoH
Oral
30
20
10
0
Four
Five
Six
Seven
Age Group
Schick, de Villiers, de Villiers, & Hoffmeister, Child Development, 2007
ToM In Children With Cochlear Implants
(Remmel & Peters,2009)
• Theory of Mind and language in children with
cochlear implants
• Studied 30 children with early cochlear implants
compared to 30 with NH (4-5 yrs, M = 5.2)
• Examined:
– Performance on 5-item Wellman & Liu Scale
– Multiple language measures (syntax, complements)
– Split CI group into younger (3-7 years; M = 5.7) and
older (8-14; M = 9.4)
Children With CIs Performed Similarly
To Children With NH Overall
Theory of Mind Skills
5
4.5
4
n=15
Total Score (0-5)
3.5
3
2.5
n = 30
n=15
2
1.5
1
0.5
0
NH (5.2 yr)
Younger CI (5.7 yr)
Older CI (9.4 yr)
Group
Children with CIs had age-appropriate language skills
– Remmel & Peters, 2009
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Percent Correct
Older Children More Advanced Than Younger
100
90
80
70
60
50
40
30
20
10
0
NH (5.2 yr)
Young CI (5.7
yr)
Older CI (9.4
yr)
Predictors:
•Age
•Years since
implantation
•IPSyn Scores
Theory of Mind Task
Remmel & Peters, 2009
False Belief: HH Five Year Olds
NH pass rate = 84%**
HH pass rate = 34%
0.7
0.6
Proportion of Group
0.5
0.4
NH (n = 25)
0.3
HH (n = 88)
0.2
0.1
0
0
1
2
3
4
Theory of Mind Score (out of 4)
**Chi square = 19.58; p = .001
Strategies For Supporting Children’s
Social Cognitive Development
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Experiences That Foster ToM:
• Parent talk about wants, thoughts, and feelings
– So we want to encourage parents to use these
words (rich input)
• Making implicit thoughts EXPLICIT
– Explanations of causes and consequences
– So support families in “turning the inside out”
• Pretend play
• Socialization with peers
• Family talk related to sibling conflicts
Experiences That Foster ToM:
• Helping children talk about the mind
– Support families in elaborating children’s use of thought
and emotion words and concepts
• Talking about the past
– Sharing varied perspectives and recollections about the
past
– Helps child see you can keep memories in your mind
• Building language skills
– Having the words to talk about what’s on someone’s
mind
– Advanced grammar – “She thought that the gift was for
her…but it was for her brother.” (object complements)
• Developing narrative skills (explanatory)
Strategies – Preaching To
The Choir…
• But, helps us understand WHY we do
what we do
• And prompts us to support families in
knowing how to increase opportunities
for mental talk
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Strategies For Parents – “Pep” Talk
• P – prepare the child to communicate
about wants, thoughts, feelings
• E – expand by “turning the inside
out”
• P – pretend and share the past
Prepare:
Talk About Different Wants And Preferences
He wants us to
hurry up! You
want to stay
and stay in the
tub.
You love your bath,
but Boozer does
NOT!
Expand child’s idea….
•has a hard time picking
which piece of candy to take
•strong clothing preference
during dressing
•wants to skip while siblings
walk
Our desires guide our actions
Sussman, 2007
We can want different things
Prepare: Make Comparisons
No,
thanks
Visualized at preschool
Takes bites
Licks
frosting
Dunks in milk
Joey
Josh
Josh
Shelly
Amelia
Joey
Doesn’t like
Sue
Shawn
At home…
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Joey
Shana
no
no
Molly
no
Ella
no
Craig
no
no
no
no
no
no
Liam
no
no
no
no
no
Charlie
Prepare:
Use Feeling And Thought Words
Prepare: Stretch Your Feeling Words!!
Link
Feelings and REASONS
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Words To Talk About Thoughts
•
•
•
•
•
•
•
•
•
•
•
•
Wonder
Expect
Consider
Know
Remember
Curious
Predict
Intend
Doubt
Suppose
Sure, not sure
Real
•
•
•
•
•
•
•
•
•
•
•
•
Realize
Worry
Guess
Bet
Think
Understand
Confuse
Forget
Remind
Figure out
Fool, Trick
Pretend
Promote: Conversational exposure including cognitive verbs
(Adrian et al, 2007; Peters, Remmel & Richards, 2009)
What Can We Do?
- turning the Inside OUT…comment on
what you are thinking
…waiting in a long line of traffic
…waiting for someone who is late getting
home
…can’t find your keys or wallet
…checking the bath water
…figuring out how to…
What Can We Do?
by commenting on the child’s
thinking (turn the inside out)
-Child changes her mind…
-Child is imaginative in his play
-Child wonders_______
-Child can’t figure something out and
needs help
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Expand Everyday: Hide ‘N Seek
When you peek out, I
can see you. Then I
KNOW where you are.
Expand Everday:
Comment On Knowledge States
• Let’s save a piece for Daddy as a surprise…
Will daddy know there is a surprise?
• Mom thought the toaster was broken…
then she saw that it was not plugged in.
• You don’t know where you left your shoes.
You can’t remember where you had them last.
• I’m not sure what this word means…
let’s look it up so we can be sure.
Expand: Turn The Inside
Making Predictions
He wanted a scooter. Do you think a scooter is in here?
How do you know it’s not a scooter?
Talk about predictions vs. “wild” guesses.
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
ToM In Children’s Literature
• Books for preschool children contain many references
to mental states (Cassidy, et al., 1998)
– In 317 preschool books, 78% referred to internal states
– 34% contained a false belief
– 31% contained deception
• Review of 90 Books for 3-4 and 5-6 year olds
(Dyer, Shatz & Wellman, 2000).
– Mental state references were frequent
– Once every three sentences or so
– Go to the bookstore or library with a ToM perspective
“Remember, go straight
to Grandma’s house,”
her mother cautioned.
Don’t dawdle along the
way and please don’t
talk to strangers! The
woods are dangerous!”
“Don’t worry, mommy.
I’ll be careful.”
Illustrations from http://www.dltkteach.com/rhymes/littlered/1.htm
She was enjoying the warm
summer day so much, she
did not notice a dark
shadow approaching out of
the forest behind her….
“What are you doing
out here, little girl?”
the wolf asked in as
friendly a voice as he
could muster.
Illustrations from http://www.dltk-teach.com/rhymes/littlered/1.htm
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
“Oh I just have a
touch of a cold.”
(cough)
“Grandmother, your
voice sounds so odd. Is
something the
matter?”
…When she entered the cottage, she could
scarcely recognize her grandmother.
Illustrations from http://www.dltk-teach.com/rhymes/littlered/1.htm
But Grandmother! What big ears you have," said Little Red
Riding Hood as she edged closer to the bed.
"The better to hear you with, my dear," replied the wolf.
"But Grandmother! What big eyes you have," said Little
Red Riding Hood.
"The better to see you with, my dear," replied the wolf.
"But Grandmother! What big teeth you have," said Little
Red Riding Hood her voice quivering slightly.
"The better to eat you with, my dear," roared the wolf and
he leapt out of the bed and began to chase the little girl.
Illustrations from http://www.dltk-teach.com/rhymes/littlered/1.htm
Pretend And Share The Past
• Pretend play
– Helps children start to hold different ideas in
mind (real vs. pretend)
– Learning to negotiate with others as roles
are assigned, props are selected
– Fosters flexible thinking & problem solving
– Take perspective of play partner
• Photo Albums, Photos, Books
– Opportunity to share past memories
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Support Families In Use
Of “Pep” Talk
• P – prepare the child to communicate
about wants, thoughts, feelings
• E – expand by “turning the inside out”
• P – pretend and share the past
ToM Goes To School
(Astington, 1998)
• Model Metacognitive talk:
“I am changing
the way I think
about
that…because”
“When I read this, I
discovered…”
“I just learned
something new…”
“I am always
surprised when…”
• By consciously introducing and using language about
thinking in the classroom, teachers can lead children
to reflect on and articulate their thinking.
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Seven Essential Life Skills
•
•
•
•
•
•
•
Focus and self control
Perspective taking
Communicating
Making connections
Critical thinking
Taking on challenges
Self-directed, engaged
learner
Galinsky, 2010
Summary And Conclusions
• Developing a Theory of Mind is an essential
part of social and cognitive development
• Children who are deaf and hard of hearing
may benefit from support in this area
• We can help children by making implicit
ideas explicit (inside out!)
• Encourage families to talk about thoughts,
feelings, beliefs and to provide explanations
• Support children to use mental state talk
References
•
•
•
•
•
•
•
Adrian, J., Clemente, R., Villanueva, L. (2007). Mother’s use of cognitive state
verbs in picture-book reading and the development of children’s
understanding about the mind: A longitudinal study. Child Development. 78,
1052-1067.
Astington, J. (1998). Theory of mind goes to school. Educational Leadership.
(November).
Astington, J. (1993). The child’s discovery of the mind. Cambridge, MA: Harvard
U Press.
Astington, J., & Baird, J. A. (Eds.). (2005). Why language matters for a theory of
mind. New York: Oxford University Press.
Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation
between language and theory-of-mind development. Developmental
Psychology, 35, 1311-1320.
Bartsch, K. & Wellman, H. (1995). Children talk about the mind. New York:
Oxford U Press.
Berndsen, M. (2005). Theory of mind: Implications for intervention. See
http:www.speechpathology.com/articles/article_detail.asp?article_id=249
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
References
•
•
•
•
•
•
Brown, J., Donelan-McCall, N., & Dunn, J. (1996). Why talk about mental
states? The significance of children’s conversations with friends, siblings, and
mothers. Child Development, 67, 836-849.
Bruner, J. (1986) Actual minds, possible worlds. Cambridge, MA: Harvard
University Press.
Cassidy, K. W., Ball, L. V., Rourke, M. T., Werner, R. S., Feeny, N., Chu, J. Y., Lutz,
D. J., & Perkins, A. (1998). Theory of mind concepts in children's literature.
Applied Psycholinguistics, 19, 463-470.
Clements, W.A., Rusting, C.L., & McCallum, S. (2000). Promoting the transition
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Cutting, A. L., & Dunn, J. (1999). Theory of mind, emotion understanding,
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Dyer, J., Shatz, M. & Wellman, H. (2000). Young children’s storybooks as a
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•
Guajardo, N.R. & Watson, A.C. (2002). Narrative discourse and theory of mind
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Harris, P. L. (2005). Conversation, pretense and theory of mind. In J.W.
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70-83). New York: Oxford University Press.
Moeller, M.P. & Schick, B. (2006). Relations between maternal input and
theory of mind understanding in deaf children. Child Development, 77 (3), 751766.
Lohmann, H. & Tomasello, M. (2003). The role of language in the development
of false belief understanding: A training study. Child Development, 74, 11301144.
Lucariello, J. (2004). New insights into the functions, development, and origins
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•
Pelletier, J. & Astington, J. (2004). Action, consciousness and theory of mind:
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Remmel, E. & Peters, K. (2009). Theory of mind and language in children with
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Schick, B. (2005). Theory of mind: Deaf and hard of hearing children. Florida
Early Childhood Symposium presentation.
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http://www.txsha.org/_pdf/pdf/Sussman,%20FernChildren%20with%20Autism.pdf
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
References
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•
•
•
•
•
Wellman, H. (1990). The child's theory of mind. Cambridge, MA: Bradford Books.
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Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
Mary Pat Moeller, Ph.D.
Director, Center for Childhood Deafness
Mary Pat Moeller, Ph.D.
Boys Town National Research Hospital
555 North 30th Street
Omaha, Nebraska 68131
[email protected]
22
Getting To Know You: Promoting
Social-Cognitive Development In Children
Who Are Deaf And Hard Of Hearing
A Production of the Lied Learning & Technology
Center at Boys Town National Research Hospital
Boys Town National Research Hospital
555 North 30th Street
Omaha, NE 68131
23