Theory of Mind and Conversation in Deaf and Hearing Children

Abstract

Conversation in a shared language (spoken or signed) is not only a pleasurable social activity but also a fundamental building block for the growth of social cognition, including theory of mind (ToM). Participating in informal conversations at home and at school fosters cognitive development of ToM, which, in turn, fosters reciprocated friendship, peer-group popularity, leadership, and social skills, while protecting against loneliness and social isolation. These interconnections between ToM and conversation are explored with a special focus on deaf children, a population of key theoretical significance for the understanding of ToM development generally. Timely ToM growth is linked with (a) having access from birth to a language (spoken or signed) that all family members can fluently share, (b) frequent family discussions of cognitive mental states, (c) school-based access to varied peer and adult conversational partners, and (d) children’s own eagerness to participate in conversations exposing them to different mental viewpoints.