Knowledge of Display Rules in Prelingually Deaf and Hearing Children / J. A. HOSIE in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.389-398 Titre : Knowledge of Display Rules in Prelingually Deaf and Hearing Children Type de document : Texte imprimé et/ou numérique Auteurs : J. A. HOSIE, Auteur ; P. A. RUSSELL, Auteur ; C. D. GRAY, Auteur ; C. SCOTT, Auteur ; N. HUNTER, Auteur ; J. S. BANKS, Auteur ; M. C. MACAULAY, Auteur Année de publication : 2000 Article en page(s) : p.389-398 Langues : Anglais (eng) Mots-clés : Deaf children  display rules  emotion  emotion regulation Index. décimale : PER Périodiques Résumé : Deaf children of elementary and secondary school age participated in a study designed to examine their understanding of display rules, the principles governing the expression and concealment of emotion in social situations. The results showed that deaf children's knowledge of display rules, as measured by their reported concealment of emotion, was comparable to that of hearing children of the same age. However, deaf children were less likely to report that they would conceal happiness and anger. They were also less likely to produce reasons for concealing emotion and a smaller proportion of their reasons were prosocial, that is, relating to the feelings of others. The results suggest that the understanding of display rules (which function to protect the feelings of other people) may develop more gradually in deaf children raised in a spoken language environment than it does in hearing children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Knowledge of Display Rules in Prelingually Deaf and Hearing Children [Texte imprimé et/ou numérique] / J. A. HOSIE, Auteur ; P. A. RUSSELL, Auteur ; C. D. GRAY, Auteur ; C. SCOTT, Auteur ; N. HUNTER, Auteur ; J. S. BANKS, Auteur ; M. C. MACAULAY, Auteur . - 2000 . - p.389-398. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.389-398 Mots-clés : Deaf children  display rules  emotion  emotion regulation Index. décimale : PER Périodiques Résumé : Deaf children of elementary and secondary school age participated in a study designed to examine their understanding of display rules, the principles governing the expression and concealment of emotion in social situations. The results showed that deaf children's knowledge of display rules, as measured by their reported concealment of emotion, was comparable to that of hearing children of the same age. However, deaf children were less likely to report that they would conceal happiness and anger. They were also less likely to produce reasons for concealing emotion and a smaller proportion of their reasons were prosocial, that is, relating to the feelings of others. The results suggest that the understanding of display rules (which function to protect the feelings of other people) may develop more gradually in deaf children raised in a spoken language environment than it does in hearing children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

The Development of Theory of Mind in Deaf Children / P. A. RUSSEL in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.903-910 Titre : The Development of Theory of Mind in Deaf Children Type de document : Texte imprimé et/ou numérique Auteurs : P. A. RUSSEL, Auteur ; J. A. HOSIE, Auteur ; C. D. GRAY, Auteur ; C. SCOTT, Auteur ; N. HUNTER, Auteur ; J. S. BANKS, Auteur ; M. C. MACAULAY, Auteur Année de publication : 1998 Article en page(s) : p.903-910 Langues : Anglais (eng) Mots-clés : Deafness  theory of mind;false belief  early social experience Index. décimale : PER Périodiques Résumé : Deaf children aged 4 to 16 years were given a false-belief test of theory of mind. Although the children experienced difficulty with the test, relative to hearing children, confirming a report by Peterson and Siegal (1995), performance was age-related, with a significantly higher proportion of 13- to 16-year-olds passing the test. It was concluded that deaf children raised in a spoken language environment show a developmental delay in theory of mind acquisition. This delay is consistent with the assumption that their early opportunities for learning about mental states are relatively restricted and that the normal development of theory of mind is dependent upon such opportunities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] The Development of Theory of Mind in Deaf Children [Texte imprimé et/ou numérique] / P. A. RUSSEL, Auteur ; J. A. HOSIE, Auteur ; C. D. GRAY, Auteur ; C. SCOTT, Auteur ; N. HUNTER, Auteur ; J. S. BANKS, Auteur ; M. C. MACAULAY, Auteur . - 1998 . - p.903-910. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.903-910 Mots-clés : Deafness  theory of mind;false belief  early social experience Index. décimale : PER Périodiques Résumé : Deaf children aged 4 to 16 years were given a false-belief test of theory of mind. Although the children experienced difficulty with the test, relative to hearing children, confirming a report by Peterson and Siegal (1995), performance was age-related, with a significantly higher proportion of 13- to 16-year-olds passing the test. It was concluded that deaf children raised in a spoken language environment show a developmental delay in theory of mind acquisition. This delay is consistent with the assumption that their early opportunities for learning about mental states are relatively restricted and that the normal development of theory of mind is dependent upon such opportunities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

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