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- Talking about Bilingualism
- BSL Corpus Project goes online
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- Update on Deaf with Dementia Project
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- DCAL research features in Lancet editorial
- BSL Corpus Project featured on The Hub
- BSL Grammaticality Judgement Task Paper accepted for publication in journal Cognition
- Frances Elton gets BDA award in recognition of her contribution to BSL and Sign Linguistics teaching
- New DCAL Briefing Sheet available on Dementia
- Early sign language exposure benefits deaf children
- See Hear Feature Deaf with Dementia Project October 17th
- Outreach activity at Frank Barnes School for Deaf Children
- DCAL's Response to Guardian article "Signs of the times: Deaf community minds its language"
- See Hear item on Deaf with dementia
- New DCAL-associated research project - Describing sociolinguistic variation in verb directionality in British Sign Language: A corpus-based study, funded by ESRC Secondary Data Analysis Initiative
- DCAL responds to Harry Knoors weblog
- New leaflet about research targeted at the older deaf community
- The Association for Physiological Sciences publishes DCAL research in Psychological Science
- Society Now features an article by researcher Dr Joanna Atkinson 'Voices inside my head'
- The Guardian publishes correction about BSL Corpus Project story
- Robert Adam is the first person in the UK to be both a registered Interpreter and a registered Translator on the NRCPD
- New MSc in Language Sciences with specialisation in Sign Language Studies: NOW RECRUITING for 2013/2014
- Researchers in Language and Cognition present their work at a conference in Lisbon
- NDCS offering free two-day training courses to utilise Family Sign Language Toolkit
- Programme for TISLR 2013 available on the webpage NOW!
- Neuroscience: How the brain adapts to deafness
- Professor Adam Kendon to become Honorary Emeritus Professor and DCAL Associate
- New MSc in Language Sciences with specialisation in Sign Language Studies NOW RECRUITING for2013/2014
- BSL Grammaticality Judgement paper ranked in Top 25 Hottest Articles
- DCAL and AoHL call for the National Dementia Strategy for England to be reviewed to ensure that funding is provided to meet the needs of people who are deaf or have hearing loss and also have dementia
- DCAL Nominated for the Signature Organisation of the Year Award
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- DCAL director receives prestigious award
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- DCAL research on voice hallucinations features in the Lancet
- Deaf Children and Development
- Early sign language exposure benefits deaf children
- Read my lips - Advances in speechreading research with deaf children
- 'What do you think the girl wants from Father Christmas?' Theory of Mind research with deaf infants
- DCAL briefing on the need for specialist national neurology services for deaf people
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- Language isn't what it used to be (British Sign Language - that is)
- Discover UCL summer school for D/deaf and hard of hearing students
- New living dictionary for British Sign Language
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- Discover UCL Summer School organised by DCAL and UCL's Widening Participation team wins the HELOA 2015 Best Practice and Innovation Award
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- Media Release: BSL Signbank includes new information about regional variation
- London research centre celebrates 10 years of ‘ground-breaking’ work
'What do you think the girl wants from Father Christmas?' Theory of Mind research with deaf infants
11 May 2013
DCAL Deputy Director, Professor Gary Morgan, and other colleagues from DCAL and City University London have been working with researchers from the University of Sheffield, University of Trento and University of Gothenburg, on a joint project investigating early interaction involving British and Swedish hearing parents and their deaf and hearing 2-3 year old children. This research is the first to show that conversational input about mental states directed towards very young deaf children differs significantly in those areas of interaction thought to be crucial for Theory of Mind (ToM) development. ToM is the reasoning that enables us to reflect on the mental states of others. Importantly it contributes to sophisticated forms of human interaction and provides a basis for understanding others’ actions and dispositions.
The project focused on “mental state conversations” and the quality of “conversational turns”. The aim was to identify if there are differences in the way in which parents communicate with deaf children and with hearing children, and from this understand more about the possible effects of parent-child interaction on deaf children’s social-cognitive development. Mental state language relates to cognition (e.g. “think”, “know”), emotions (e.g. “happy”, “worried”, “bored”), and desires (e.g. “want”, “like”, “don’t like”, “hope”). Conversational turns refer to the way in which children and parents interact: how communication is initiated and connected, or alternatively, fails or is unclear.
With data from around 50 children, the research showed that there was a general lack of mental state conversations with the deaf children (e.g. questions like “what do you think the girl wants from Father Christmas?” when looking at a picture). In both the Swedish and British samples studied, parents of young hearing children used far more cognitive mental state language and their conversations were characterised by more effective turn-taking compared to parents of deaf children.
The research team suggests these differences in content and connectedness of interaction may contribute directly to the substantial delay in the expression of ToM reasoning that has been identified in older deaf children through other research projects.
Research by other groups has found that deaf children aged 4 years and above who come from hearing families where sign language is not used effectively display a protracted delay in the development of ToM reasoning. This delay does not extend to other areas of the children’s cognitive development and is not found in deaf children from deaf families, who are exposed to a sign language from birth.
The research is especially important given that 90-95% of deaf children are born to hearing parents, the vast majority of whom have no, or only limited sign language skills. Meanwhile ToM in typically developing hearing children has also been linked to the importance of early learning through family conversational input about mental states before language is acquired. Other research work by the same group has suggested all infants have a core ToM understanding as indicated by their performance on tasks where the child’s looking behavior is recorded rather than requiring an explicit response. The key issue concerns what input is required to trigger the expression of ToM.
The aim is that by examining conversational interaction between hearing parents and deaf infants this new research may help to identify the origins of subsequent ToM impairments in deaf children. One implication of the research is that early intervention for families with deaf children should include encouragement for parents to engage their young children in conversation about the mind, whether in spoken language or sign language.
- A full copy of the research paper Belief attribution in deaf and hearing infants. Meristo, M., Morgan, G., Geraci, A., Iozzi, L., Hjelmquist, E., Surian, L., & Siegal, M. (2012).