Holmer Emil, Heimann Mikael, Rudner Mary
Linnaeus Centre HEAD, Swedish Institute for Disability Research, Department of Behavioural Sciences and Learning, Linköping University Linköping, Sweden.
Infant and Child Lab, Division of Psychology and Swedish Institute for Disability Research, Department of Behavioural Sciences and Learning, Linköping University Linköping, Sweden.
Front Psychol. 2016 Jun 7;7:854. doi: 10.3389/fpsyg.2016.00854. eCollection 2016.
Theory of Mind (ToM) is related to reading comprehension in hearing children. In the present study, we investigated progression in ToM in Swedish deaf and hard-of-hearing (DHH) signing children who were learning to read, as well as the association of ToM with reading comprehension. Thirteen children at Swedish state primary schools for DHH children performed a Swedish Sign Language (SSL) version of the Wellman and Liu (2004) ToM scale, along with tests of reading comprehension, SSL comprehension, and working memory. Results indicated that ToM progression did not differ from that reported in previous studies, although ToM development was delayed despite age-appropriate sign language skills. Correlation analysis revealed that ToM was associated with reading comprehension and working memory, but not sign language comprehension. We propose that some factor not investigated in the present study, possibly represented by inference making constrained by working memory capacity, supports both ToM and reading comprehension and may thus explain the results observed in the present study.
心理理论（ToM）与听力正常儿童的阅读理解能力相关。在本研究中，我们调查了瑞典失聪和重听（DHH）的手语儿童在学习阅读过程中ToM的发展情况，以及ToM与阅读理解之间的关联。瑞典国立DHH儿童小学的13名儿童进行了韦尔曼和刘（2004年）ToM量表的瑞典手语（SSL）版本测试，同时还进行了阅读理解、SSL理解和工作记忆测试。结果表明，尽管ToM发展有所延迟，但其发展进程与先前研究报告的情况并无差异，尽管这些儿童具备与其年龄相符的手语技能。相关分析显示，ToM与阅读理解和工作记忆相关，但与手语理解无关。我们认为，本研究未调查的某些因素，可能由工作记忆容量限制的推理所代表，既支持ToM又支持阅读理解，因此可以解释本研究中观察到的结果。
