Abstract
Language | English |
---|---|
Pages | 219-243 |
Number of pages | 24 |
Journal | British Journal of Developmental Psychology |
Volume | 22 |
Issue number | 2 |
DOIs | |
Publication status | Published - Jun 2004 |
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Keywords
- cognitive development
- deaf children
- hearing children
- social interaction
- psychology
- development
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Social interaction and cognitive growth: an examination through the role-taking skills of deaf and hearing children. / Howe, Christine; Howely, M.
In: British Journal of Developmental Psychology, Vol. 22, No. 2, 06.2004, p. 219-243.Research output: Contribution to journal › Article
TY - JOUR
T1 - Social interaction and cognitive growth: an examination through the role-taking skills of deaf and hearing children
AU - Howe, Christine
AU - Howely, M.
PY - 2004/6
Y1 - 2004/6
N2 - Recent research using theory-of-mind tasks has rekindled interest in the possibility that social interaction makes a significant contribution to cognitive development. It is proposed here that this contribution may be most pronounced with phenomena that, like belief or affective states, are internal and abstract. A more modest contribution is envisaged with phenomena that are overt and perceptible. The proposal is explored via comparison of deaf and hearing children's ability to engage in affective and perceptual role-taking, since the aspects of social interaction that have been implicated in cognitive development are known to be problematic for deaf children. Therefore, the proposal of more marked consequences for internal and abstract phenomena leads to the hypothesis that deaf children should lag behind hearing children on affective role-taking, while showing little or no difference on perceptual role-taking. The hypothesis was tested in two studies, one involving 10 deaf children and 10 hearing children aged 6.94- 8.93 years and the other involving 25 deaf children and 20 hearing children aged 5.08- 11.58 years. In both studies, affective role-taking was examined using a task developed from Chandler (1973), while perceptual role-taking was examined via an extension of Hughes and Donaldson's (1979) hiding task. The results provide consistent support for the hypothesis, and patterns of correlation between age, affective performance and perceptual performance give clues to the relevant developmental mechanisms.
AB - Recent research using theory-of-mind tasks has rekindled interest in the possibility that social interaction makes a significant contribution to cognitive development. It is proposed here that this contribution may be most pronounced with phenomena that, like belief or affective states, are internal and abstract. A more modest contribution is envisaged with phenomena that are overt and perceptible. The proposal is explored via comparison of deaf and hearing children's ability to engage in affective and perceptual role-taking, since the aspects of social interaction that have been implicated in cognitive development are known to be problematic for deaf children. Therefore, the proposal of more marked consequences for internal and abstract phenomena leads to the hypothesis that deaf children should lag behind hearing children on affective role-taking, while showing little or no difference on perceptual role-taking. The hypothesis was tested in two studies, one involving 10 deaf children and 10 hearing children aged 6.94- 8.93 years and the other involving 25 deaf children and 20 hearing children aged 5.08- 11.58 years. In both studies, affective role-taking was examined using a task developed from Chandler (1973), while perceptual role-taking was examined via an extension of Hughes and Donaldson's (1979) hiding task. The results provide consistent support for the hypothesis, and patterns of correlation between age, affective performance and perceptual performance give clues to the relevant developmental mechanisms.
KW - cognitive development
KW - deaf children
KW - hearing children
KW - social interaction
KW - psychology
KW - development
UR - http://dx.doi.org/10.1348/026151004323044582
U2 - 10.1348/026151004323044582
DO - 10.1348/026151004323044582
M3 - Article
VL - 22
SP - 219
EP - 243
JO - British Journal of Developmental Psychology
T2 - British Journal of Developmental Psychology
JF - British Journal of Developmental Psychology
SN - 0261-510X
IS - 2
ER -