- Title Pages
- Acknowledgments
- Contributors
- Introduction
- Chapter 1 Sign Language Geography
- Chapter 1 Response Some Observations on Research Methodology in Lexicostatistical Studies of Sign Languages
- Chapter 2 Two Types of Nonconcatenative Morphology in Signed Languages
- Chapter 2 Response Some Observations on Form-Meaning Correspondences in Two Types of Verbs in ASL
- Chapter 3 Sources of Handshape Error in First-Time Signers of ASL
- Chapter 3 Response Modality and Language in the Second Language Acquisition of American Sign Language
- Chapter 4 Getting to the Point
- Chapter 4 Response A Point Well Taken
- Chapter 5 Acquisition of Topicalization in Very Late Learners of Libras
- Chapter 5 Response A Critical Period for the Acquisition of a Theory of Mind?
- Chapter 6 Interrogatives in Ban Khor Sign Language
- Chapter 6 Response Village Sign Languages
- Chapter 7 Sign Language Humor, Human Singularities, and the Origins of Language
- Chapter 7 Response Gesture First or Speech First in Language Origins?
- Chapter 8 Best Practices for Collaborating with Deaf Communities in Developing Countries
- Chapter 8 Response Deaf Mobilization around the World
- Chapter 9 HIV/AIDS and the Deaf Community
- Chapter 9 Response HIV/AIDS and Deaf Communities in South Africa
- Chapter 10 The Language Politics of Japanese Sign Language (Nihon Shuwa)
- Chapter 10 Response Pluralization
- Chapter 11 Social Situations and the Education of Deaf Children in China
- Chapter 11 Response Social Situations and the Education of Deaf Children in India
- Chapter 12 Do Deaf Children Eat Deaf Carrots?
- Chapter 12 First Response “We’re the Same, I’m Deaf, You’re Deaf, Huh!”
- Chapter 12 Second Response Deafhood and Deaf Educators
- Index
A Critical Period for the Acquisition of a Theory of Mind?
A Critical Period for the Acquisition of a Theory of Mind?
Clues from Homesigners
- Chapter:
- (p.184) Chapter 5 Response A Critical Period for the Acquisition of a Theory of Mind?
- Source:
- Deaf around the World
- Author(s):
Cyril Courtin
- Publisher:
- Oxford University Press
This chapter fills in the French situation and complements chapter 5’s questioning about the linguistic achievement of homesigners by asking whether homesigns are sufficient to help the child develop a mature cognition. Several studies on theory of mind in deaf children and adults suggest that language-communication (not just gestural communication) is a critical variable in proper cognitive development. Additionally, the age of ten appears to be a significant time — an earlier critical period than Wood’s studies found. These findings, while not constant, are relatively persistent, regardless of whether children eventually receive hearing aids or cochlear implants (where no difference between the two types of aids is noted).
Keywords: sign language linguistics, homesigns, language acquisition, Theory of Mind, French Sign Language, cognitive development, hearing aids, cochlear implants
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- Title Pages
- Acknowledgments
- Contributors
- Introduction
- Chapter 1 Sign Language Geography
- Chapter 1 Response Some Observations on Research Methodology in Lexicostatistical Studies of Sign Languages
- Chapter 2 Two Types of Nonconcatenative Morphology in Signed Languages
- Chapter 2 Response Some Observations on Form-Meaning Correspondences in Two Types of Verbs in ASL
- Chapter 3 Sources of Handshape Error in First-Time Signers of ASL
- Chapter 3 Response Modality and Language in the Second Language Acquisition of American Sign Language
- Chapter 4 Getting to the Point
- Chapter 4 Response A Point Well Taken
- Chapter 5 Acquisition of Topicalization in Very Late Learners of Libras
- Chapter 5 Response A Critical Period for the Acquisition of a Theory of Mind?
- Chapter 6 Interrogatives in Ban Khor Sign Language
- Chapter 6 Response Village Sign Languages
- Chapter 7 Sign Language Humor, Human Singularities, and the Origins of Language
- Chapter 7 Response Gesture First or Speech First in Language Origins?
- Chapter 8 Best Practices for Collaborating with Deaf Communities in Developing Countries
- Chapter 8 Response Deaf Mobilization around the World
- Chapter 9 HIV/AIDS and the Deaf Community
- Chapter 9 Response HIV/AIDS and Deaf Communities in South Africa
- Chapter 10 The Language Politics of Japanese Sign Language (Nihon Shuwa)
- Chapter 10 Response Pluralization
- Chapter 11 Social Situations and the Education of Deaf Children in China
- Chapter 11 Response Social Situations and the Education of Deaf Children in India
- Chapter 12 Do Deaf Children Eat Deaf Carrots?
- Chapter 12 First Response “We’re the Same, I’m Deaf, You’re Deaf, Huh!”
- Chapter 12 Second Response Deafhood and Deaf Educators
- Index