Theory of mind and reading comprehension in adolescents with cochlear implant : a preliminary study
Figueroa, Mario (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)
Darbra Marges, Sònia (Universitat Autònoma de Barcelona. Departament de Psicobiologia i de Metodologia de les Ciències de la Salut)
Silvestre, Núria (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)

Fecha:	2018
Descripción:	9 pàg.
Resumen:	Adolescence is a period in which emotions and social relations become increasingly important. Throughout this period, the theory of mind (ToM), the ability to understand mental states, is essential to an individual's social and academic success. Deaf adolescents (DA) have been observed having difficulties with the comprehension of mental states. Recent studies have shown a possible link between reading comprehension and theory of mind, but these findings are unclear DA with cochlear implants. The purpose of this study is to explore the relation between ToM and reading comprehension in DA with a cochlear implant. Two tests sessions were performed on two groups of adolescents between 12 and 14 years old: 10 DA implanted before 4 years of age and the other group formed by 16 typical hearing development. The evaluation was focused on reading comprehension and theory of mind (affective and cognitive). Reading comprehension was assessed by PROLEC-SE-R (Catalan version) and affective and cognitive theory of mind was assessed by faux pass test and a false belief-task, respectively. Results indicated that DA scores in affective ToM were lower than their peers, while cognitive ToM saw no significant difference. DA performance in reading tasks was not as good as their classmates. Correlation analysis showed that implausible responses in cognitive ToM were negatively related to poor reading performance among deaf individuals. Furthermore, reading comprehension with inferential questions was associated with cognitive ToM. Other subtests of reading, however, had no relation to mentalistic tasks. In conclusion, the capacity for understanding mental states in DA is still a challenge in adolescence and could be involved in text comprehension.
Nota:	Ponència presentada al 11th annual International Conference of Education, Research and Innovation celebrat a Sevilla, del 12 al 14 de Novembre de 2018
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Lengua:	Anglès
Documento:	Comunicació de congrés ; recerca ; Versió publicada
Materia:	Theory of mind ; Reading comprehension ; Deaf ; Cochlear implant ; Adolescence
Publicado en:	ICERI 2018 Proceedings, 2018, p. 3145-3153, ISSN 2340-1095, ISBN 978-84-09-05948-5

DOI: 10.21125/iceri.2018.1702

9 p, 304.4 KB

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