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Conversational--Communicative Experience and Theory of Mind: A Study of Diverse Deaf and Hard of Hearing Children.

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Title: Conversational--Communicative Experience and Theory of Mind: A Study of Diverse Deaf and Hard of Hearing Children.
Authors: Yu, Chi-Lin1 chilin.yu@okstate.edu, Stanzione, Christopher M.2, Branum-Martin, Lee3, Lederberg, Amy R.4
Source: Journal of Speech, Language & Hearing Research. Sep2025, Vol. 68 Issue 9, p4506-4517. 12p.
Subject Terms: *Longitudinal method, *Teachers, *Theory of mind, *Communication, *Hearing, *Factor analysis, *Speech perception, *Comparative studies, *Language acquisition, *Sign language, *Children, Word deafness, Psychology of children with disabilities, Research funding, Questionnaires, Structural equation modeling, Descriptive statistics, Chi-squared test, Deafness, Parents of children with disabilities, Data analysis software, Psychosocial factors
Geographic Terms: Canada, United States
Abstract: Purpose: Deaf and hard of hearing (DHH) children's language development and delays are well documented, yet less is known about their delays in theory of mind (ToM) development. Importantly, conversational--communicative experiences, language competence, and teacher/parent influences loom large. The present study examined ToM development and the potential factors underlying such delays in DHH children varying in the nature of their conversational-- communicative experiences, particularly their hearing and signing experiences. Method: Three groups of 5- to 9-year-old DHH children were tested between 2012 and 2014 (N = 210; 59% White; 58% female) for their language and ToM: children acquiring only spoken English (n = 59), children acquiring only sign (n = 97), and bimodal children acquiring both (n = 54). Results: For children acquiring only spoken English, more accumulated hearing experience, indexed by the length of using advanced hearing devices, improved their ToM. For children acquiring only sign, more signing experience, indexed by having a signing DHH parent, improved their ToM. For bimodal children acquiring both, accumulated hearing and signing experiences are influential. Language competence mediated this relationship for all groups. Conclusion: These findings demonstrate the importance of communicative-- conversational experience, in the form of both signing and hearing, for ToM development generally and for diverse DHH children specifically. Supplemental Material: https://doi.org/10.23641/asha.29847383 [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Conversational--Communicative Experience and Theory of Mind: A Study of Diverse Deaf and Hard of Hearing Children.
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  Data: <searchLink fieldCode="AR" term="%22Yu%2C+Chi-Lin%22">Yu, Chi-Lin</searchLink><relatesTo>1</relatesTo><i> chilin.yu@okstate.edu</i><br /><searchLink fieldCode="AR" term="%22Stanzione%2C+Christopher+M%2E%22">Stanzione, Christopher M.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Branum-Martin%2C+Lee%22">Branum-Martin, Lee</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Lederberg%2C+Amy+R%2E%22">Lederberg, Amy R.</searchLink><relatesTo>4</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Sep2025, Vol. 68 Issue 9, p4506-4517. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+mind%22">Theory of mind</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Hearing%22">Hearing</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+perception%22">Speech perception</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Sign+language%22">Sign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Word+deafness%22">Word deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+children+with+disabilities%22">Psychology of children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Parents+of+children+with+disabilities%22">Parents of children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Deaf and hard of hearing (DHH) children's language development and delays are well documented, yet less is known about their delays in theory of mind (ToM) development. Importantly, conversational--communicative experiences, language competence, and teacher/parent influences loom large. The present study examined ToM development and the potential factors underlying such delays in DHH children varying in the nature of their conversational-- communicative experiences, particularly their hearing and signing experiences. Method: Three groups of 5- to 9-year-old DHH children were tested between 2012 and 2014 (N = 210; 59% White; 58% female) for their language and ToM: children acquiring only spoken English (n = 59), children acquiring only sign (n = 97), and bimodal children acquiring both (n = 54). Results: For children acquiring only spoken English, more accumulated hearing experience, indexed by the length of using advanced hearing devices, improved their ToM. For children acquiring only sign, more signing experience, indexed by having a signing DHH parent, improved their ToM. For bimodal children acquiring both, accumulated hearing and signing experiences are influential. Language competence mediated this relationship for all groups. Conclusion: These findings demonstrate the importance of communicative-- conversational experience, in the form of both signing and hearing, for ToM development generally and for diverse DHH children specifically. Supplemental Material: https://doi.org/10.23641/asha.29847383 [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187881702
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1044/2025_JSLHR-24-00781
    Languages:
      – Code: eng
        Text: English
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        PageCount: 12
        StartPage: 4506
    Subjects:
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Theory of mind
        Type: general
      – SubjectFull: Communication
        Type: general
      – SubjectFull: Hearing
        Type: general
      – SubjectFull: Factor analysis
        Type: general
      – SubjectFull: Speech perception
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Sign language
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Word deafness
        Type: general
      – SubjectFull: Psychology of children with disabilities
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Questionnaires
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      – SubjectFull: Structural equation modeling
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Chi-squared test
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      – SubjectFull: Deafness
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      – SubjectFull: Parents of children with disabilities
        Type: general
      – SubjectFull: Data analysis software
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      – SubjectFull: Psychosocial factors
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      – SubjectFull: Canada
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      – SubjectFull: United States
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      – TitleFull: Conversational--Communicative Experience and Theory of Mind: A Study of Diverse Deaf and Hard of Hearing Children.
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              M: 09
              Text: Sep2025
              Type: published
              Y: 2025
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