Kusché C A, Greenberg M T
Child Dev. 1983 Feb;54(1):141-7.
The purposes of this study were (1) to evaluate the growth of social-cognitive knowledge in deaf and hearing children during the early and middle school years and (2) to assess the relative importance of language in 2 domains of social cognition. This study separately examined the child's ability to (1) evaluate the concepts of good and bad and (2) take another person's perspective. Subjects consisted of 30 deaf and 30 hearing children divided into 3 developmental levels (52 months, 74 months, and 119 months old). For the good/bad evaluation test, each child was shown 12 sets of multiple-choice pictures. Each set had 4 alternatives, which included 1 good, 1 bad, or all neutral activities. Role-taking ability was evaluated through the child's choice of strategy in a binary-choice hiding/guessing game. The results showed that deaf children evidence a developmental delay in the understanding of the concepts of good and bad. With regard to role-taking ability, there appears to be a developmental delay with young deaf children, which is no longer apparent by the age of 6. The assumption of egocentrism in school-age deaf children frequently found in the literature thus appears to be misleading. It is not that these deaf children are unable to take another person's perspective, but rather that they are delayed in evaluative understanding. The results suggest that language is of varying importance in differing domains of social and personality development.
（1）评估聋哑儿童和听力正常儿童在小学和初中阶段社会认知知识的发展；（2）评估语言在社会认知的两个领域中的相对重要性。本研究分别考察了儿童（1）评价好坏概念的能力和（2）采取他人视角的能力。研究对象包括30名聋哑儿童和30名听力正常儿童，他们被分为3个发展水平（52个月、74个月和119个月大）。在好坏评价测试中，向每个儿童展示12组多项选择题图片。每组有4个选项，包括1个好的、1个坏的或全是中性的活动。通过儿童在二选一的隐藏/猜测游戏中对策略的选择来评估其角色采择能力。结果表明，聋哑儿童在理解好坏概念方面存在发育迟缓。在角色采择能力方面，年幼的聋哑儿童似乎存在发育迟缓，到6岁时这种迟缓就不再明显。因此，文献中经常发现的关于学龄期聋哑儿童自我中心主义的假设似乎具有误导性。并非这些聋哑儿童无法采取他人视角，而是他们在评价理解方面有所延迟。结果表明，语言在社会和个性发展的不同领域中具有不同程度的重要性。
