Remmel Ethan, Peters Kimberly
Department of Psychology, Western Washington University, 516 High Street, Bellingham, WA 98225-9089, USA.
J Deaf Stud Deaf Educ. 2009 Spring;14(2):218-36. doi: 10.1093/deafed/enn036. Epub 2008 Sep 16.
Thirty children with cochlear implants (CI children), age range 3-12 years, and 30 children with normal hearing (NH children), age range 4-6 years, were tested on theory of mind and language measures. The CI children showed little to no delay on either theory of mind, relative to the NH children, or spoken language, relative to hearing norms. The CI children showed a slightly atypical sequence of acquisition of theory of mind concepts. The CI children's theory of mind performance was associated with general syntactic proficiency more than measures of complement syntax, and with time since implantation more than age at implantation. Results suggest that cochlear implantation can benefit spoken language ability, which may then benefit theory of mind, perhaps by increasing access to mental state language.
对30名年龄在3至12岁的人工耳蜗植入儿童（CI儿童）和30名年龄在4至6岁的听力正常儿童（NH儿童）进行了心理理论和语言测试。与NH儿童相比，CI儿童在心理理论方面几乎没有延迟，与听力正常标准相比，在口语方面也几乎没有延迟。CI儿童在心理理论概念的习得顺序上略显非典型。CI儿童的心理理论表现与一般句法能力的关联程度高于补语句法测量，与植入后的时间关联程度高于植入时的年龄。结果表明，人工耳蜗植入可以提高口语能力，这可能进而有益于心理理论，或许是通过增加对心理状态语言的接触来实现的。
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