Theory of Mind Development in Preschoolers with Hearing Impairment
The article is devoted to the study of the development of a mental model in preschoolers with hearing impairment after cochlear implantation. The analysis of the specifics of the manifestations of the mental model deficiency, which is associated with the peculiarities of using the means of special a...
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| Format: | Article |
| Language: | Russian |
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Moscow State University of Psychology and Education
2021-07-01
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| Series: | Клиническая и специальная психология |
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| Online Access: | https://psyjournals.ru/files/121692/cpse_2021_n2_Smirnova.pdf |
| _version_ | 1818656313055379456 |
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| author | Smirnova Ya.K. |
| author_facet | Smirnova Ya.K. |
| author_sort | Smirnova Ya.K. |
| collection | DOAJ |
| description | The article is devoted to the study of the development of a mental model in preschoolers with hearing impairment after cochlear implantation. The analysis of the specifics of the manifestations of the mental model deficiency, which is associated with the peculiarities of using the means of special attention in preschoolers with hearing impairment, is carried out. The ability of a child's focal attention to attention as a critical additional, necessary for the development of a mental model. Sample consisted of 40 preschool children aged 5-7 years (Mage=5,9 years, SDage=0,6 months), 20 with sensorineural hearing loss with cochlear implants (years (Mage=5,6 years, SDage=0,6 months, age by moment of implantation Mage=3,2 years, SDage=0,6) and 20 typically developing preschoolers of 5–7 years old (Mage=5,1 years, SDage=0,5 months). Standardized methods for assessing the mental model were used: test for erroneous opinion (Sally–Anne's task), the task “What does Charlie want?”, the task of understanding intentions based on external signs, the task of understanding the principle “to see means” (A.S. Gerasimova, E.A. Sergienko) To fix the eye movement of preschoolers during the behavior of a child with an adult in play conditions, the eye-tracking method was used. It is recorded that preschoolers with hearing impairments are selectively unable to detect and interpret the intentions of another person, and they also have a lack of means of coordinated attention. |
| first_indexed | 2024-12-17T03:23:36Z |
| format | Article |
| id | doaj.art-00e84aa053424a049c0ccb8ee72035c4 |
| institution | Directory Open Access Journal |
| issn | 2304-0394 |
| language | Russian |
| last_indexed | 2024-12-17T03:23:36Z |
| publishDate | 2021-07-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Клиническая и специальная психология |
| spelling | doaj.art-00e84aa053424a049c0ccb8ee72035c42022-12-21T22:05:26ZrusMoscow State University of Psychology and EducationКлиническая и специальная психология2304-03942021-07-0110212414410.17759/cpse.2021100208Theory of Mind Development in Preschoolers with Hearing ImpairmentSmirnova Ya.K.0https://orcid.org/0000-0001-5453-0144PhD in Psychology, Assistant Professor , Altai State University, Barnaul, RussiaThe article is devoted to the study of the development of a mental model in preschoolers with hearing impairment after cochlear implantation. The analysis of the specifics of the manifestations of the mental model deficiency, which is associated with the peculiarities of using the means of special attention in preschoolers with hearing impairment, is carried out. The ability of a child's focal attention to attention as a critical additional, necessary for the development of a mental model. Sample consisted of 40 preschool children aged 5-7 years (Mage=5,9 years, SDage=0,6 months), 20 with sensorineural hearing loss with cochlear implants (years (Mage=5,6 years, SDage=0,6 months, age by moment of implantation Mage=3,2 years, SDage=0,6) and 20 typically developing preschoolers of 5–7 years old (Mage=5,1 years, SDage=0,5 months). Standardized methods for assessing the mental model were used: test for erroneous opinion (Sally–Anne's task), the task “What does Charlie want?”, the task of understanding intentions based on external signs, the task of understanding the principle “to see means” (A.S. Gerasimova, E.A. Sergienko) To fix the eye movement of preschoolers during the behavior of a child with an adult in play conditions, the eye-tracking method was used. It is recorded that preschoolers with hearing impairments are selectively unable to detect and interpret the intentions of another person, and they also have a lack of means of coordinated attention.https://psyjournals.ru/files/121692/cpse_2021_n2_Smirnova.pdfmental modeltheory of mindsocial cognitionsocial attentionjoint attentionage-related developmentpreschool ageatypical developmentit tracker |
| spellingShingle | Smirnova Ya.K. Theory of Mind Development in Preschoolers with Hearing Impairment Клиническая и специальная психология mental model theory of mind social cognition social attention joint attention age-related development preschool age atypical development it tracker |
| title | Theory of Mind Development in Preschoolers with Hearing Impairment |
| title_full | Theory of Mind Development in Preschoolers with Hearing Impairment |
| title_fullStr | Theory of Mind Development in Preschoolers with Hearing Impairment |
| title_full_unstemmed | Theory of Mind Development in Preschoolers with Hearing Impairment |
| title_short | Theory of Mind Development in Preschoolers with Hearing Impairment |
| title_sort | theory of mind development in preschoolers with hearing impairment |
| topic | mental model theory of mind social cognition social attention joint attention age-related development preschool age atypical development it tracker |
| url | https://psyjournals.ru/files/121692/cpse_2021_n2_Smirnova.pdf |
| work_keys_str_mv | AT smirnovayak theoryofminddevelopmentinpreschoolerswithhearingimpairment |