Department of Basic, Developmental and Educational Psychology, Autonoumous University of Barcelona.
Department of Psychobiology and Methodology of Health Sciences, Neurosciences Institute, Autonomous University of Barcelona.
J Deaf Stud Deaf Educ. 2020 Apr 5;25(2):212-223. doi: 10.1093/deafed/enz046.
Previous research has shown a possible link between reading comprehension and theory of mind (ToM), but these findings are unclear in adolescents with cochlear implants (CI). In the present study, reading comprehension and ToM were assessed in adolescents with CI and the relation between both skills was also studied. Two sessions were performed on two groups of adolescents aged between 12 and 16 years of age (36 adolescents with CI and 54 participants with typical hearing, TH). They were evaluated by means of a standardized reading battery, a false belief task, and Faux Pas stories. The results indicated that reading and cognitive ToM were more developed in the TH group than in adolescents with CI. However, early-CI and binaural group performance were close to the TH group in narrative and expository comprehension and cognitive ToM. The results also indicated that cognitive ToM and reading comprehension appear to be related in deaf adolescents.
先前的研究表明，阅读理解和心理理论（ToM）之间可能存在联系，但这些发现尚不清楚在患有耳蜗植入物（CI）的青少年中。在本研究中，我们评估了患有 CI 的青少年的阅读理解和心理理论，并研究了这两种技能之间的关系。在两组年龄在 12 至 16 岁之间的青少年（36 名患有 CI 的青少年和 54 名听力正常的参与者）中进行了两次测试。他们通过标准化阅读电池、虚假信念任务和 Faux Pas 故事进行评估。结果表明，阅读理解和认知心理理论在听力正常组中比在患有 CI 的青少年中更为发达。然而，早期接受 CI 和双耳组的表现与听力正常组在叙事和说明性理解以及认知心理理论方面接近。结果还表明，在聋人青少年中，认知心理理论和阅读理解似乎存在关联。
