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Journal of Deaf Studies and Deaf Education Advance Access published online on September 16, 2008
The Journal of Deaf Studies and Deaf Education, doi:10.1093/deafed/enn036
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© The Author 2008. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Theory of Mind and Language in Children With Cochlear Implants

Ethan Remmel and Kimberly Peters

Western Washington University


  Abstract

Thirty children with cochlear implants (CI children), age range 3–12 years, and 30 children with normal hearing (NH children), age range 4–6 years, were tested on theory of mind and language measures. The CI children showed little to no delay on either theory of mind, relative to the NH children, or spoken language, relative to hearing norms. The CI children showed a slightly atypical sequence of acquisition of theory of mind concepts. The CI children's theory of mind performance was associated with general syntactic proficiency more than measures of complement syntax, and with time since implantation more than age at implantation. Results suggest that cochlear implantation can benefit spoken language ability, which may then benefit theory of mind, perhaps by increasing access to mental state language.

Correspondence should be sent to Ethan Remmel, Department of Psychology, Western Washington University, 516 High Street, Bellingham, WA 98225-9089 (e-mail: ethan.remmel{at}wwu.edu).

Received January 10, 2008; revised July 29, 2008; accepted August 16, 2008


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