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Direct linkGanea, Patricia A.; Harris, Paul L. – Child Development, 2010
This research examined the ability of young (N = 96) children to learn about a change in the location of a hidden object, either via an adult's verbal testimony or from direct observation. Thirty-month-olds searched with equal accuracy whether they were told about the change or directly observed it. By contrast, when 23-month-olds were told about…
Descriptors: Object Permanence, Interference (Language), Cognitive Development, Deafness
Corina, David; Singleton, Jenny – Child Development, 2009
The condition of deafness presents a developmental context that provides insight into the biological, cultural, and linguistic factors underlying the development of neural systems that impact social cognition. Studies of visual attention, behavioral regulation, language development, and face and human action perception are discussed. Visually…
Descriptors: Social Environment, Linguistics, Deafness, Caregivers
Peer reviewedHoemann, Harry W.; Ross, Bruce M. – Child Development, 1971
Descriptors: Age Differences, Cognitive Development, Concept Formation, Deafness
Peer reviewedBornstein, Marc H.; Selmi, Ann M.; Haynes, O. M.; Painter, Kathleen M.; Marx, Eric S. – Child Development, 1999
Assessed representational abilities in hearing and deaf 2-year-old children of hearing and deaf mothers. Found group differences in expressive and receptive language based on maternal report and on experimenter assessment, but no differences emerged in child solitary symbolic play or in child- or mother-initiated child collaborative symbolic play.…
Descriptors: Child Language, Children, Cognitive Development, Deafness
From Here and Now to There and Then: The Development of Displaced Reference in Homesign and English.
Peer reviewedGoldin-Meadow, Susan; Morford, Jill P. – Child Development, 1997
Examined development of displaced reference in four deaf children who used homesign and in 18 hearing children. Found that deaf children referred to the nonpresent less frequently and at later ages than hearing children, both groups followed similar developmental paths. Deaf children evoked the nonpresent by generating novel gestures, modifying…
Descriptors: Caregiver Child Relationship, Cognitive Development, Comparative Analysis, Deafness
Peer reviewedYouniss, James – Child Development, 1974
Deaf children, seven to thirteen years old, were observed on concrete, transitional and formal operational tasks ranging from dual classification to combinatorial reasoning. Results were related to number of years of schooling. (ST)
Descriptors: Adolescents, Cognitive Development, Deafness, Elementary School Students
Peer reviewedWoolfe, Tyron; Want, Stephen C.; Siegal, Michael – Child Development, 2002
Two studies investigated the effect of language input on theory of mind by comparing the performance of deaf native-signing children (ages 4 to 8) raised by deaf signing parents and deaf late-signing children raised by hearing parents on "thought picture" measures of theory of mind. Findings indicated that deaf late signers showed…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Structures, Cognitive Tests
Peer reviewedPeterson, Candida C. – Child Development, 2002
Three studies examined theory-of-mind concepts among children ages 6-13 years with deafness or autism, and 4-year-olds with normal development. Findings indicated that while the children with deafness or autism scored significantly lower on standard tests of false belief understanding, they scored higher on even the most challenging drawing-based…
Descriptors: Autism, Beliefs, Cognitive Development, Cognitive Processes
