Can You Hear What I Think? Theory of Mind in Young Children With Moderate Hearing Loss (Record no. 2730)
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| 000 -LEADER | |
|---|---|
| fixed length control field | nam a22 7a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20170510154019.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 170510b xxu||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | National Acoustics Laboratories |
| 245 ## - TITLE STATEMENT | |
| Title | Can You Hear What I Think? Theory of Mind in Young Children With Moderate Hearing Loss |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc | Objectives: The first aim of this study was to examine various aspects<br/>of Theory of Mind (ToM) development in young children with moderate<br/>hearing loss (MHL) compared with hearing peers. The second aim<br/>was to examine the relation between language abilities and ToM in both<br/>groups. The third aim was to compare the sequence of ToM development<br/>between children with MHL and hearing peers.<br/>Design: Forty-four children between 3 and 5 years old with MHL (35 to<br/>70 dB HL) who preferred to use spoken language were identified from<br/>a nationwide study on hearing loss in young children. These children<br/>were compared with 101 hearing peers. Children were observed during<br/>several tasks to measure intention understanding, the acknowledgement<br/>of the other’s desires, and belief understanding. Parents completed two<br/>scales of the child development inventory to assess expressive language<br/>and language comprehension in all participants. Objective language test<br/>scores were available from the medical files of children with MHL.<br/>Results: Children with MHL showed comparable levels of intention<br/>understanding but lower levels of both desire and belief understanding<br/>than hearing peers. Parents reported lower language abilities in children<br/>with MHL compared with hearing peers. Yet, the language levels<br/>of children with MHL were within the average range compared with test<br/>normative samples. A stronger relation between language and ToM was<br/>found in the hearing children than in children with MHL. The expected<br/>developmental sequence of ToM skills was divergent in approximately<br/>one-fourth of children with MHL, when compared with hearing children.<br/>Conclusion: Children with MHL have more difficulty in their ToM reasoning<br/>than hearing peers, despite the fact that their language abilities lie<br/>within the average range compared with test normative samples. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Children, Communication, Hearing aid, Incidental learning, Language, Moderate hearing loss, Social development, Theory of Mind |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Anouk P. Netten, |
| 773 0# - HOST ITEM ENTRY | |
| Relationship information | VOL. XX, NO. X, XXX–XXX |
| Title | Ear & Hearing |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Universal Decimal Classification |
| Koha item type | Journal article |
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